DEPARTMENT OF PSYCHOLOGY

UNDERGRADUATE STUDENT HANDBOOK

2014/2015

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Department of Psychology Royal Holloway University of London Egham Hill, Egham, Surrey. TW20 0EX Telephone +44 (0)1784 443528 Disclaimer This document was published in September 2014 and was correct at that time. The Department* reserves the right to modify any statement if necessary, make variations to the content or methods of delivery of programmes of study, to discontinue programmes, or merge or combine programmes if such actions are reasonably considered to be necessary by the College. Every effort will be made to keep disruption to a minimum, and to give as much notice as possible. * Please note, the term ‘Department’ is used to refer to both ‘Departments’ ‘Centres’ and ‘Schools’. Students on joint or combined degree programmes will need to use two departmental handbooks.

An electronic copy of this handbook can be found on the departmental student intranet (http://www.pc.rhul.ac.uk/student_intranet/Documents/handbook.pdf) where it will be possible to follow the hyperlinks to relevant webpages.

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Contents INTRODUCTION TO THE DEPARTMENT .......................................................................................................... 6

1.1 WELCOME .............................................................................................................................. 6 1.2 HOW TO FIND US: THE DEPARTMENT .......................................................................................... 7 1.3 HOW TO FIND US: THE STAFF ..................................................................................................... 7 1.4 HOW TO FIND US: THE DEPARTMENTAL OFFICE ............................................................................. 7 1.5 THE DEPARTMENT: OFFICE HOURS AND KEY ROLES ....................................................................... 8 1.6 IMPORTANT WEBSITES .............................................................................................................. 9 1.7 STAFF RESEARCH INTERESTS ....................................................................................................... 9

2 COMMUNICATION ................................................................................................................... 9

2.1 EMAIL.................................................................................................................................... 9 2.2 POST ................................................................................................................................... 10 2.3 TELEPHONE AND POSTAL ADDRESS ............................................................................................. 11 2.4 NOTICE BOARDS .................................................................................................................... 11 2.5 PERSONAL ADVISORS .............................................................................................................. 11 2.6 YEAR COORDINATORS ............................................................................................................. 12 2.7 STUDENT SUPPORT COORDINATOR: DR AFSANE RIAZI................................................................... 12 2.8 WHO SHOULD I APPROACH WITH QUERIES? ................................................................................ 13

3 TEACHING .............................................................................................................................. 14

3.1 DATES OF TERMS ................................................................................................................... 14 3.2 READING WEEKS .................................................................................................................... 14 3.3 ATTENDANCE REQUIREMENT .................................................................................................... 15 3.4 NOTIFICATION OF ABSENCE ...................................................................................................... 16 3.5 CONSEQUENCES OF FAILING TO ATTEND...................................................................................... 18 3.6 MEETINGS ............................................................................................................................ 19 3.7 DISCIPLINARY ACTION ............................................................................................................. 19 3.8 WITHDRAWAL OF VISA ............................................................................................................ 20 3.9 BEHAVIOUR IN CLASSES AND LECTURES ...................................................................................... 20

4 DEGREE STRUCTURE .............................................................................................................. 22

4.1 PSYCHOLOGY PROGRAMMES .................................................................................................... 22 4.2 DEGREE CLASSIFICATION ......................................................................................................... 23 4.3 SINGLE HONOURS DEGREES ..................................................................................................... 23 4.4 JOINT HONOURS DEGREES ....................................................................................................... 28 4.5 COMBINED HONOURS DEGREES ............................................................................................... 30 4.6 COURSE DESCRIPTIONS FOR PSYCHOLOGY COURSES ..................................................................... 30 4.7 TYPES OF TEACHING IN THE DEPARTMENT .................................................................................. 30 4.8 COURSE COORDINATORS ......................................................................................................... 31 4.9 COURSE OUTLINES ................................................................................................................. 32 4.10 E-HANDOUTS AND ADDITIONAL COURSE INFORMATION ................................................................ 32 4.11 READING LISTS ...................................................................................................................... 32 4.12 SEMINARS ............................................................................................................................ 33 4.13 PERSONAL DEVELOPMENT PLANNING FORMS .............................................................................. 33 4.14 COURSE REGISTRATIONS .......................................................................................................... 34 4.15 CHANGE OF PROGRAMME ........................................................................................................ 34 4.16 EXCHANGE PROGRAMMES ....................................................................................................... 35

5 FACILITIES .............................................................................................................................. 36

5.1 LIBRARIES ............................................................................................................................. 36 5.2 PHOTOCOPYING, PRINTING AND COMPUTING .............................................................................. 38

5.2.1 Photocopying ................................................................................................................. 38 5.2.2 Printing .......................................................................................................................... 38 5.2.3 Computing ..................................................................................................................... 38

6 COURSEWORK, ESSAYS AND DISSERTATION .......................................................................... 41

6.1 COMPULSORY COURSEWORK ASSIGNMENTS ............................................................................... 41 6.2 FIRST YEAR COURSEWORK REQUIREMENTS ................................................................................. 41 6.3 SECOND AND THIRD YEAR COURSEWORK REQUIREMENTS .............................................................. 42

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6.4 THIRD YEAR PROJECT .............................................................................................................. 42 6.5 PRESENTATIONS .................................................................................................................... 42 6.6 EXAMS................................................................................................................................. 42 6.7 REFERENCING AND REFERENCING STYLE ..................................................................................... 43 6.8 MARKING CRITERIA ................................................................................................................ 44

7 ASSESSMENT INFORMATION ................................................................................................. 50

7.1 ILLNESS OR OTHER EXTENUATING CIRCUMSTANCES ....................................................................... 50 7.2 SUBMISSION OF WRITTEN WORK ............................................................................................... 51 7.3 ANONYMOUS MARKING AND COVER SHEETS ................................................................................ 51 7.4 PENALTIES FOR LATE SUBMISSION OF WORK ................................................................................ 52 7.5 EXTENSIONS TO DEADLINES ...................................................................................................... 52 7.6 PENALTIES FOR OVER-LENGTH WORK ......................................................................................... 53 7.7 RETURN OF WRITTEN COURSEWORK .......................................................................................... 54 7.8 ASSESSMENT OFFENCES ........................................................................................................... 56

7.8.1 Plagiarism ...................................................................................................................... 56 7.9 MARKING OF ILLEGIBLE SCRIPTS ................................................................................................ 57 7.10 PROGRESSION AND AWARD REQUIREMENTS ................................................................................ 58 7.11 OUTCOMES OF COURSE UNIT ASSESSMENT .................................................................................. 59 7.12 EXAMINATION RESULTS ........................................................................................................... 60

8 STUDENT SUPPORT ................................................................................................................ 60

8.1 NON-ACADEMIC RELATED ENQUIRIES & SUPPORT ......................................................................... 60 8.2 STUDENTS IN NEED OF SUPPORT (INCLUDING DISABLED STUDENTS) .................................................. 60 8.3 CENTRE FOR DEVELOPMENT OF ACADEMIC SKILLS (CEDAS) ........................................................... 61 8.4 FEEDBACK FROM STUDENTS ..................................................................................................... 62

8.4.1 Student-staff committee ................................................................................................ 64 8.4.2 Course Evaluation Feedback Forms ............................................................................... 65 8.4.3 Personal Advisor Feedback Forms ................................................................................. 65 8.4.4 Student Representation on the Teaching and Learning Committee .............................. 65 8.4.5 Student Representation at the Annual Curriculum Planning Meeting ........................... 66

8.5 STUDENTS’ UNION ................................................................................................................. 66 8.6 PSYCHOLOGY SOCIETY............................................................................................................. 66 8.7 BRITISH PSYCHOLOGICAL SOCIETY ............................................................................................. 67 8.8 CAREERS AND EMPLOYABILITY .................................................................................................. 67 8.9 STUDENT PRIZES .................................................................................................................... 71 8.10 NON-ACADEMIC POLICIES ........................................................................................................ 73 8.11 COMPLAINTS AND ACADEMIC APPEALS PROCEDURE ...................................................................... 73

9 HEALTH AND SAFETY INFORMATION ..................................................................................... 73

9.1 CODE OF PRACTICE ON HARASSMENT FOR STUDENTS ..................................................................... 74 9.2 LONE WORKING POLICY AND PROCEDURES .................................................................................. 74 9.3 SPECIALIST EQUIPMENT ........................................................................................................... 75 9.4 FIRE SAFETY .......................................................................................................................... 75 9.5 ACCIDENTS ........................................................................................................................... 75 9.6 DEPARTMENTAL SMOKING POLICY ............................................................................................ 75 9.7 CHILDREN AND YOUNG PERSONS ON CAMPUS .............................................................................. 76 9.8 NEW AND EXPECTANT MOTHERS ............................................................................................... 76 9.9 MANUAL HANDLING ............................................................................................................... 76 9.10 FIRST AIDERS & FIRE WARDENS ............................................................................................... 76 9.11 FURTHER INFORMATION .......................................................................................................... 77 9.12 SECURITY ............................................................................................................................. 77

10 EQUAL OPPORTUNITIES STATEMENT AND COLLEGE CODES OF PRACTICE.............................. 77

10.1 EQUAL OPPORTUNITIES STATEMENT ........................................................................................... 77

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APPENDIX 1 – STAFF CONTACT DETAILS .......................................................................................... 79

APPENDIX 2 - ACADEMIC STAFF RESEARCH INTERESTS ................................................................... 83

APPENDIX 3 – REFERENCING ........................................................................................................... 90

APPENDIX 4 – COURSEWORK DEADLINES 2014-15 .......................................................................... 95

APPENDIX 5 MAP OF THE EGHAM CAMPUS .................................................................................... 96

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Introduction to the Department

1.1 Welcome Welcome to the Department of Psychology at Royal Holloway, University of London. The Student Handbook (this document) contains almost everything you need to know about the department’s processes and procedures and sets out the key facts about the structure and contents of your course. When you have a question, this handbook should be the first place you look for the answer. There is information about how the teaching year is organised, who is responsible for particular courses and who you can go to if you have questions. It also lists some of the important links to further information about the Departmental and College regulations. The Department’s world-leading and hard-working team of academic and teaching staff, researchers and support staff ensures that we can meet the highest standards of excellence in teaching and also that, as a Royal Holloway student, you have access to one of the country’s most vibrant research cultures in the field. You will be able to come to regular research talks, seminars and other events and participate in important new studies and even help conduct some yourself. Please make the most of the excellent opportunities that are available to you, and embrace all that being part of our community involves! Our undergraduate degrees have been designed to allow you to begin to develop key skills and provide the foundations for future learning, skills and increasingly to apply and evaluate your understanding of the field in new situations and contexts. And, of course, you can expect to be intellectually stimulated and challenged too. But I am confident that you will find that your time here is rewarding, valuable, and most of all enjoyable! You will probably find your three years go quickly and we will encourage you to think about how your skills can be developed to prepare you for your future education and career. To excel in our course you will need to work hard and some of this work will be in areas that are not yet familiar to you. But rest assured that you are not alone; the Department has a strong, friendly, student community, and an experienced and enthusiastic team of academic staff to help you on your way.

Dr Rob Hughes Director of UG Programmes

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1.2 How to find us: the Department

Our administrative team and most staff offices are located in the Wolfson Building (number 34 on the campus map, please refer to appendix 5).

Mailing address: The Department of Psychology Royal Holloway, University of London Egham Surrey TW20 0EX

Telephone: +44 (0) 1784 443526

1.3 How to find us: the staff

Departmental Office: Psychology Office +44 (0)1784 443526 W214 Psyoffice@rhul.ac.uk

Appendix 1 lists the contact details for the members of staff you may need to speak with at some point during the course of your studies. A list of staff names and contact details is also available on the Department web pages (http://www.rhul.ac.uk/psychology) or can be accessed via the College website. To contact someone directly by phone, prefix the extension with: (01784) 44 for extensions starting with 3, or (01784) 41 for extensions starting with 4, or (01784) 27 for extensions starting with 6. Abbreviated e-mail addresses are given after each name. To e-mail someone, add the following suffix: @rhul.ac.uk (e.g., h.potter@rhul.ac.uk or harry.potter@rhul.ac.uk).

Most academic staff are located in the main part of the Wolfson building. Rooms with the prefix 1 are located on Level 1, prefix 2 on Level 2 and so on. Please remember that you should try to avoid visiting members of staff without making a prior appointment unless you are dropping in during an advertised office hour.

1.4 How to find us: the Departmental office Our administrative team is located on Level 2 of the Wolfson Building. The departmental office is located in W214. Along with this handbook, the departmental office should be your primary source of information.

Key contacts within the administrative team are: Name Email Location Extension Mrs Sharon Clutterbuck UG Sharon.Clutterbuck@rhul.ac.uk W214 6293 Miss Jen Lutley UG Jennifer.Lutley@rhul.ac.uk W214 3526 Miss Carol Blackman PG Carol.Blackman@rhul.ac.uk W214 3528 Mrs Vanessa Law Senior Faculty Administrator

Vanessa.Law@rhul.ac.uk W217 3598

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1.5 The Department: Office Hours and Key Roles

Office Hours

If you have specific questions about the content of a particular lecture, or about a particular course, then you are welcome to approach the lecturer concerned directly. If you do not wish to raise issues in a crowded lecture room, then you should feel free to approach lecturers in person at another time. Please note that lecturers can only provide general guidance on coursework pre-submission, and this will be disseminated to the whole class (e.g., through Moodle forums or in a lecture). Lecturers will not give individual pre-submission guidance on coursework tasks. During term-time, members of the academic staff hold office hours, that is, periods of time during the week that are specifically set aside for meeting students. You can turn up during an office hour and the member of staff will usually be available to see you. Staff members are also happy to receive emails requesting an alternative appointment outside of a designated office hour.

Key roles in the Department

There are currently around 40 full-time academic lecturers in the Department and you will encounter many of them in your lectures. The Department also has a number of administrators, technicians, research assistants, research demonstrators and postgraduate students. It is possible that you may never meet some of these people. However, there are certain people in the Department who will figure prominently in your time at Royal Holloway. Principal among these is your Personal Advisor.

Academic staff are usually full-time and include post-doctoral teaching associates, teaching fellows, lecturers, senior lecturers, readers, and professors. Staff teach and also conduct their own research. You will be assigned one member of academic staff as your Personal Advisor from the start of your studies. You will also be supervised by a member of staff for your final year project. Most lectures are given by academic staff.

Support staff include research demonstrators and teaching associates (both these groups may also deliver some teaching sessions in the Department), technicians, and administrative support staff.

Finally, some individuals you may meet are not full-time or permanent members of staff but can be involved in teaching and other aspects of department life. These include external (non-established) staff who may give an occasional lecture, postgraduate students, and post-doctoral researchers who may deliver some seminars and lectures during your time at Royal Holloway.

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1.6 Important Websites • Department Web Site

https://www.rhul.ac.uk/psychology

• Student intranet http://www.pc.rhul.ac.uk/psy-students

• Undergraduate College Handbook

http://www.rhul.ac.uk/for-students/handbook/

• Computer Services http://www.rhul.ac.uk/Information-Services/Computer-Centre/

• Library

http://www.rhul.ac.uk/library/home.aspx

1.7 Staff research interests

Our academic staff are world-leading researchers in areas across the whole discipline of psychology, with particular expertise in sensory systems, language, memory and attention, social and affective cognition, and health and wellbeing. Their research engages a wide range of populations (e.g., clinical populations, developmental populations), uses a wide range of methodological techniques (e.g. fMRI), and has considerable social and political impact. Please see Appendix 2 for a list of all our staff and their research interests.

2 Communication

It is vitally important that you keep in touch with us and that we keep in touch with you. Members of staff will often need to be able to contact you to inform you, for example, about unexpected changes to teaching arrangements, special preparations you may have to do for a class or meetings you might be required to attend. You will need to be able to contact members of the Department if, for example, you are unable to attend a class or wish to arrange a meeting with your Personal Advisor or a lecturer.

2.1 Email

The College provides an email address for all students free of charge and stores the address in a College email directory (the Global Address List). Your account is easily accessed, both on and off campus, via the student portal https://campus-connect.rhul.ac.uk/cp/home/displaylogin (Campus Connect) or direct via Outlook.com (http://mail.live.rhul.ac.uk) Email to this address will be used routinely for all communication with students. Email may be used for urgent communication and by course tutors to give or confirm instructions or information related to teaching so it is important that you ensure as part of your routine to check your emails at least once a day. Email communications from staff and all the

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Faculty Administrators should be treated as important and read carefully. Do not ignore the email as it will be assumed that it will have been received by you within 48 hours, excluding Saturdays and Sundays. The College provides a number of PC Labs around Campus for student use, and you can also use your own laptop, smart phone, etc., so the Department expects you to check your email regularly. It is also important that you regularly clear your College account of unwanted messages or your in-box may become full and unable to accept messages. Note that just deleting messages is not sufficient; you must clear the ‘Sent Items’ and ‘Deleted Items’ folders regularly. It is your responsibility to make sure your College email account is kept in working order. If you have any problems, contact the IT Service Desk http://itservicedesk.rhul.ac.uk/

The Psychology Department will only use the address in the College Global Address List and does not use private or commercial email addresses, such as Hotmail or Gmail. Students who prefer to use commercial email services are responsible for making sure that their College email is diverted to the appropriate commercial address. Detailed instructions on how to forward mail can be accessed by visiting http://help.outlook.com/ and searching for forwarding. This process is very easy, but you do have to maintain your College account. When you delete a forwarded message from, say, Hotmail, it will not be deleted from the RHUL account. It is your responsibility to log on to your College account occasionally and conduct some account maintenance or your account may become full and therefore will not forward messages. If you send, or reply to, an email to a member of staff, it is important you do so from your College account, as from any other account we may not receive it (i.e., it may be identified as junk mail).

If you send an email to a member of staff in the Department during term time, you should normally receive a reply within 3-4 working days of its receipt (excluding Saturday, Sunday, and Public holidays). Please remember that there are times when members of staff are away from College at conferences or undertaking research.

2.2 Post

Students should not use the College address for private mail. Administrative staff will alert you via email to any internal mail received.

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2.3 Telephone and postal address It is your responsibility to ensure that your telephone number (mobile and landline) and postal address (term-time and forwarding) are kept up to date on the student portal (Campus Connect) https://campus-connect.rhul.ac.uk/cp/home/displaylogin. There may be occasions on which the Department needs to contact you urgently by telephone or send you a letter by post. The Department does not disclose students’ addresses and telephone numbers to anybody else (including relatives and fellow students) without the student’s specific permission.

2.4 Notice boards

The official student notice boards are on the walls outside the Admin Office W214. They are used, for example, by the Psychology Society to display notices relating to events. Any information relating to changes in class times, research talks, etc., will either be e-mailed or displayed on the course Moodle page.

It is your responsibility to check the times and venues of all class meetings and of any requirements (e.g., essay deadlines) relating to your courses, so, if in doubt, please ask!

2.5 Personal Advisors

Your Personal Advisor is a member of the academic teaching staff, assigned to you for the duration of your degree course. Their function is to monitor your progress throughout your programme of study and to help maximise your potential as a student of psychology. It is therefore important to maintain regular contact with your Personal Advisor to discuss your progress, as well as to consider how to enhance your skills and employability. Your Personal Advisor is also responsible for writing you letters of reference (e.g., for job or postgraduate study applications). You can make an appointment with your Personal Advisor in person, by phone, or by e-mail. Alternatively, staff have office hours, which you can check weekly on the student intranet http://www.pc.rhul.ac.uk/psy-students, and may have a signup sheet outside their office where you can sign up for a time slot. The names, room numbers and contact details of academic staff (and other key members of the Department) are listed in Appendix 1. If you experience any difficulties in keeping up with your work, or in adhering to deadlines, it is crucial that you inform your Personal Advisor as soon as possible. There are many reasons why students sometimes run into difficulties of this kind: particular pieces of work may be seen as too difficult to cope with; emotional or family problems may be interfering with work; financial problems, which might, for example, result in students taking on excessively long hours in part-time jobs; accommodation problems; or an accident or ill-health may interrupt your studies. Whatever the reason, your Personal Advisor needs to know at the very earliest opportunity in order to help you decide on the best course of action with respect to your programme of study and to help you avoid penalties for late submission of coursework.

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Your Personal Advisor can offer advice about the best course of action to take with respect to your studies. Sometimes, they can also refer you to other agencies that might be able to offer support and advice, for example, the College Counseling Service. While following college regulations, personal and other information that you provide to your Personal Advisor will be treated in the strictest of confidence unless you give explicit permission to divulge information to specified sources. Your confidence will only be broken in cases where the Personal Advisor has good reason to believe that you are likely to cause harm to yourself or others. You will also have regular scheduled group meetings with your Personal Advisor, particularly in Year 1. These are designed to provide a forum for discussing various academic issues in a small-group setting, develop presentation skills, and discuss career-path ideas and plans. Your Personal Advisor will contact you in good time about when and where these group meetings will take place and about any preparation work you will need to do.

2.6 Year Coordinators The Single Honours Psychology students have Year Coordinators who provide another important contact point during the degree programme. Each year group has a year coordinator associated with that group. The year coordinator is a member of the academic teaching staff who monitors student experience (e.g., including student performance, attendance, and feedback) for all the students in their year group and oversees curriculum and teaching issues across the year. In years 2 and 3, the Year Coordinator can give advice on the best set of year 3 course options to suit your individual needs. Your Year Coordinator can advise you if you have questions about your registration and entry for exams and will inform you of any regulations that might affect your degree programme. They may work with Personal Advisors and students as an additional source of support, and can advise on extensions and academic progression. Due to the nature of the Joint and Combined Honours Programmes, students on these courses do not have individual Year Coordinators, but can contact the Student Support Coordinator for all of the above (see below). Your Year Coordinator will be one of the following:

• Year 1: Dr Jeanne Shinskey • Year 2: Dr Catherine Sebastian • Year 3: Dr. Stephen Hammett • Joint and Combined Honours students: Student Support Coordinator

– Dr Afsane Riazi

2.7 Student Support Coordinator: Dr Afsane Riazi The Student Support Coordinator is a further key point of contact. The Student Support Coordinator is a member of academic staff who can advise students—both single-honours and joint-honours students—

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on various issues including academic progression (including interruptions, resits, and course repeats), student attendance, the Personal Advisor System, alternative assessment arrangements (in discussion with the College’s Education Support Office) and student experience generally.

2.8 Who should I approach with queries?

We have a clear policy on who you should first approach with any queries or concerns (e.g., your Personal Advisor for personal and academic development or the Course Coordinator for course specific queries). Please see the section on Office Hours for more information on arranging meetings with staff.

If, having spoken with your Personal Advisor or the Course Coordinator, you have remaining questions or concerns, you may wish to contact the Year Coordinator (for personal and academic development or progression issues). If you still have questions, or the Year Coordinator believes you should discuss your concerns further, you may wish to contact the Student Support Coordinator, or if your question or concern is a specific teaching-programme related one, you could contact the Director of Undergraduate Programmes.

Role Name Email

Year 1 Coordinator Dr. Jeanne Shinskey Jeanne.Shinskey@rhul.ac.uk

Year 2 Coordinator Dr. Catherine Sebastian Catherine.Sebastian@rhul.ac.uk

Year 3 Coordinator Dr. Stephen Hammett S.Hammett@rhul.ac.uk

Student Support Coordinator Dr. Afsane Riazi Afsane.Riazi@rhul.ac.uk

Director of Undergraduate Programmes

Dr. Rob Hughes Rob.Hughes@rhul.ac.uk

Director of Teaching and Learning

Dr. Polly Dalton Polly.Dalton@rhul.ac.uk

Head of Department Prof. Patrick Leman Patrick.Leman@rhul.ac.uk

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3 Teaching

3.1 Dates of terms

Term dates can be found on the College website http://www.royalholloway.ac.uk/aboutus/collegecalendar/home.aspx

You are expected to be in the UK and engaging with your studies during term time. In the case of an emergency which requires you to leave the country and/or miss lectures/seminars/practicals etc., you are expected to keep your department informed and fill in a Notification of Absence Form (see attendance requirements). During the summer term, after the summer examination period, you are expected to attend all required academic activities organized by your department(s) and to be available should you be required to meet with College staff for any reason.

The first week of Term 1 is Welcome Week and is devoted to registration and induction, with teaching beginning in the week commencing Monday 29 September 2014. Term 3 is devoted to examinations and preparation for future work (e.g., projects at the end of the second year). Term dates are listed below and can be found on the College website, http://www.rhul.ac.uk/aboutus/collegecalendar/home.aspx

Term Dates Term 1 22 September 2014 – 12 December 2014 Term 2 12 January 2014 – 27 March 2015 Term 3 (Exams) 27 April 2015 – 12 June 2015

3.2 Reading weeks

For one week each term you will have a Reading Week (week 6 of teaching), in which there are no lectures or seminars scheduled in the published timetable; however, please note that in some circumstances it may be necessary to schedule teaching during this time (e.g., rescheduling of a cancelled lecture due to lecturer illness or snow storm). Reading weeks are not, therefore, to be considered a Holiday but are designed into the programme to allow students the opportunity to catch up and/or get ahead on their work (course readings, essays, data collection for 3rd year project work, etc.). Term Psychology/Criminology/Biology Reading

weeks Term 1 3 – 7 November 2014 Term 2 16 – 20 February 2015 Please note that the Department of Music and Mathematics do not have reading weeks. Reading Week Note: You are expected to be on campus during Reading weeks.

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3.3 Attendance requirement

The Psychology Department monitors your attendance, academic engagement and progress in order to offer you appropriate academic and pastoral support and to identify when support from outside the Department may be necessary. Inadequate engagement on a course may lead to disciplinary action that can result in the termination of your registration (see section on Disciplinary action). Students must

• attend all classes necessary for the pursuit of their studies, • undertake all assessments, and • attend meetings and other activities as required by the

Department.

A class is any learning and teaching activity and the term is used to encompass such things as lectures, seminars, tutorials, workshops, field work, laboratories, Personal Advisor meetings, etc. This means not just turning up but arriving having undertaken whatever reading, thinking, or research was identified as necessary preparation. You are also expected to arrive punctually: teaching activities are timetabled to start at 5 minutes past the hour and finish 5 minutes before the hour. You may be marked absent if you turn up late without good reason. The department will monitor your attendance at all lectures, seminars, lab classes, and Personal Advisor meetings. It is your responsibility to complete any attendance register that is circulated and to make sure that your attendance has been noted. Please note that you are not permitted to ask fellow students to sign the attendance register on your behalf if you cannot attend. It is important that you attend all the learning activities related to your programme of study. Whilst attendance is compulsory at all learning activities it is recognised that emergencies may occur at any time throughout the year and therefore a minimum 80% attendance level has been set. You should also be aware that there may be some courses that you study that have a specific course attendance requirement. If you face difficulty in attending any classes or undertaking an assessment, it is your responsibility to inform your department(s) and provide a satisfactory explanation (see section on Notification of absence). As long as you are meticulous in your honesty in reporting and explaining these exceptions, we aim to be understanding in our response. You must manage your time so that any paid employment, voluntary or other activities fit into the times that you are not required to be in a class. You are reminded that Undergraduate Regulations (http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx) stipulate that the amount of paid work undertaken by a student enrolled with the College on a full-time basis shall not exceed 20 hours per week during term time. No student may undertake paid work that may conflict with his/her responsibilities as a student of the College.

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If you are having other problems that are causing you to miss classes, you should talk to your Personal Advisor, Year Coordinator or another member of staff, or visit the Student Advisory Service or Students’ Union before any problems get out of control. There are many people who can provide support (see Support on http://www.royalholloway.ac.uk/ecampus/welfare/home.aspx and http://www.su.rhul.ac.uk/advice/ ) but remember - they cannot help if you do not ask. In recognition of its legal responsibilities under the Equality Act 2010, the College may adjust the attendance requirement. It will only do this when such adjustment does not compromise competence standards or the ability of the student to reach the learning outcomes of the course. Any need to adjust attendance requirements will be treated case by case and discussed by the Department with the Disability and Dyslexia Services and Academic Development.

3.4 Notification of absence Whilst attendance is compulsory at all learning activities, it is recognised that emergencies may occur at any time throughout the year. Students who anticipate missing (or have missed) a teaching session should contact their Personal Advisor (keeping us informed ensures that we are well-placed to monitor your progress and assess whether there are any opportunities for additional support). It is important that if you believe your reason(s) for absence has adversely affected your performance, you should obtain the relevant documentation to support a request for consideration of extenuating circumstances (see section 7.1 on submitting extenuating circumstances). The guidance below should be followed when you have been absent or plan to be absent from your Psychology classes for any reason over a period of 5 consecutive days. If you are taking courses in another department it is your responsibility to familiarise yourself with their attendance policy. You must

a. advise the department(s) by emailing the Departmental Office psyoffice@rhul.ac.uk and copying in your Personal Advisor.

b. complete the Notification of Absence Form available from eCampus http://www.royalholloway.ac.uk/ecampus/academicsupport/attendance/notificationofabsence.aspx. Copies of the ‘Notification of Absence Form – Self certification’ are also available from the Health Centre.

c. submit the paperwork (notification of absence form) by emailing it from your university account to your department(s) either before your absence or within FIVE working days of the end of the period of absence. Failure to do so may result in the absence being counted as unacceptable and counting against the minimum attendance level.

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d. ensure that you meet any departmental requirements concerning notification of absence or request for leave of absence as you may be required to meet formally with an academic tutor.

If your reason(s) for absence will be prolonged or re-occur throughout the year (e.g., due to long-term illness), it is important to submit the relevant documentation to support your non-attendance form. However, if your reason(s) for absence is likely to be short-term and not continuous you will not be expected to submit documentation in support of the absence. Please note that filling in a Notification of Absence Form does not mean that your absence will be excused. It is your responsibility to follow up with your department to check whether or not your absence has been deemed acceptable (excused) or unacceptable (not excused).

This table shows the documentation that is required should you be absent for any reason.

Reason for absence Documentation required Illness up to and including 5 consecutive term-time days (excluding Saturdays and Sundays)

Completed Notification of Absence Form – Self Certification

Illness for more than 5 consecutive term-time days (excluding Saturdays and Sundays)

Completed Notification of Absence Form - Self Certification plus Formal Medical Certification signed by the Health Centre, your GP or hospital consultant

Unrelated to sickness Notification of Absence Form plus supporting evidence

Leave of absence request Notification of Absence Form plus any departmental requirement must be met

It is important to note that in the Psychology Department: 1. Notifying the Department about an absence does not negate the

need to request a coursework extension if this is required (see section 7.5 on requesting extensions to deadlines). Therefore, if you have emailed or submitted a notification of absence form and you feel that you may also need an extension, you will have to apply for the extension separately.

2. Notification of Absence forms received by the Department will be

stored. You will not receive any information about whether or not the absence was deemed acceptable. However, in some cases we will contact you for more information or your Personal Advisor may be in touch to arrange a meeting.

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Note:

• If you are absent for a prolonged period it is important that you keep in touch with your department. Depending on the length of absence it may be in your best interests to interrupt your studies and return once you are able to fully engage with your studies.

• Departments will monitor the frequency of self-certified absences and the Head of Department may request that you provide a doctor’s medical certificate in multiple and sustained instances of self-certified illness.

• It is at the discretion of the Department as to whether any absence is deemed acceptable or unacceptable (see http://www.royalholloway.ac.uk/ecampus/academicsupport/attendance/notificationofabsence.aspx for some details of what constitutes ‘acceptable’ and ‘unacceptable’ circumstances relating to absence). If deemed unacceptable the absence will be recorded as such and will count against the minimum attendance level.

If you are absent from an examination or assessment then you must follow the guidance in the Essential Examinations Information. (see http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/examinations/home.aspx also the section on Assessment information) For further details on the kinds of circumstances in which an absence may be deemed as ‘acceptable’ and ‘unacceptable’ and for the type of supporting evidence that you may be required to provide as justification of absence, please click on the ‘Studying’ tab on the Student Home page http://www.royalholloway.ac.uk/ecampus/academicsupport/attendance/home.aspx.

3.5 Consequences of failing to attend

Any issues with attendance will be followed up with the Personal Advisor in the first instance. Any student who misses a large portion of classes and/or all classes across 5 teaching days, without prior notification, will have their name forwarded to their Personal Advisor who may arrange a meeting to discuss whether there are any reasons for the poor attendance, whether the student is experiencing any difficulties or health-related issues which may be having an impact on attendance or the support that the Department or College may be able to offer. If non-attendance is thought to be an issue and is considered to be having an effect on the student’s experience (e.g., resulting in late submission of coursework, non-submission of coursework, or poor performance on coursework), then the student may be requested to attend a meeting with the Year Coordinator and/or the Student Support Coordinator.

If you have been requested to attend a meeting with a member of academic staff, you must attend.

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3.6 Meetings

You are likely to be ‘invited’ to meet with a member of academic staff in your department:

• If you fail to attend key learning activities without providing an explanation

• if you fail to attend all learning activities in five consecutive teaching days without providing an explanation

• where your pattern of absence is: • considered to be having an effect on your work or causing

concern for your well-being. • pointing to a possible disability that you may not have

disclosed. • where your attendance is approaching the minimum

attendance level. You should take any meeting ‘invitation’ seriously. If you’re experiencing difficulties of any sort, this meeting will provide an opportunity to seek advice and assistance. At the meeting, the Department’s expectation of you will be made clear and any formal disciplinary process will be outlined to you (where applicable).

3.7 Disciplinary action

Should you choose not to engage with your studies, then formal disciplinary action may be implemented. You could be issued with an academic-formal warning which can escalate to the termination of your registration at the College. You are strongly advised to read the guidance on the formal warning process and the consequences of receiving such a warning on http://www.rhul.ac.uk/ecampus/academicsupport/formalwarnings/formalwarnings.aspx and in the relevant regulations http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx In situations where documented severe difficulties are experienced by a student, the College will make every effort to support the student and counsel them as to the best course of action. However, there may be cases in which, although non-attendance is explained by an acceptable reason, the student’s level of attendance falls to a level that compromises educational standards or the student’s ability to reach the learning outcomes of the course. In such cases it will be necessary to implement disciplinary procedures as detailed above. Academic discipline and monitoring of progress including the formal warning procedure Your progress and attendance will be carefully monitored. If you receive a request to attend a meeting with your Personal Advisor, the Year Coordinator, the Academic Coordinator, the Director of Teaching and Learning, or the Head of Department, it is essential that you attend. If you receive a formal warning letter, you must respond. A description of the formal warning process, is provided in the College’s Undergraduate Regulations. http://www.royalholloway.ac.uk/Registry/academic_regulations/Undergraduate_Regulations.html#Termination

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3.8 Withdrawal of visa

If you are in receipt of a Tier-4 (General) Student Visa sponsored by Royal Holloway, it is a requirement of your Visa that you attend classes and complete assessments. This is also a requirement of the College's academic regulations. The College has a legal responsibility to report any student admitted to the College on a student visa who does not appear to be in attendance to the UK Visas and Immigration (UKVI). Therefore, if you fail to meet UKVI visa requirements and/or fail to respond to informal or formal warnings from the College in this regard you could have your sponsorship withdrawn, your Visa cancelled and your registration with the College terminated. The termination of registration due to a breach of Visa requirements is conducted independently of the College's formal warning process and the decision is not open to appeal.

3.9 Behaviour in Classes and Lectures Staff and fellow students have a right to expect an acceptable standard of behaviour in lectures, seminars, and other classes. To encourage these standards, the Department, along with representatives of the student body, have drawn up a code of practice. The code of practice was drawn up and agreed following consultation between members of the academic staff and student representatives to identify the fundamental expectations in terms of behaviour in lectures. It is not an exhaustive list of “do”s and “don”ts in lectures, but merely a guide to appropriate behaviour. At or before the start of lecture, workshop, lab class, or seminar:

• Lecturing staff will make every effort to begin lectures on time (5 minutes past the hour to allow time for set up).

• Students should make every effort to arrive before the start of the lecture and to take their places before 5 minutes past the hour.

• If for any reason a student is late s/he should enter the lecture theatre as discreetly as possible to minimise the disruption to the lecture.

• If a student arrives late s/he should only take any relevant worksheets that had been distributed to the class only if this is readily available, otherwise s/he should approach the lecturer either at the end of the lecture or in a break.

• If a student arrives very late, the disruption to a lecture can be substantial. Sometimes it may be appropriate for a student to wait for a break until entering. If late arrival is a habitual problem lecturers may ask students not to enter.

• Lecturing staff generally appreciate apologies for late arrivals, provided these are given during a break or after the end of the lecture and not during it, and certainly not on arrival.

Lectures, classes, seminars, and Group Personal Advisor meetings are learning environments. It is the responsibility of all of those participating

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in them to ensure that they are treated as such. There should be mutual respect between students and lecturers/teaching staff and all should seek to maintain an atmosphere that is conducive to learning.

During lectures, workshops, lab classes, seminars, and Personal Advisor Meetings students should:

• Not talk to one another unless it is part of an organised class

activity. • Put their hands up if they wish to ask a question (this may not be

required in a small-group context such as a Personal Advisor meeting).

• Turn off mobile phones and other electronic devices unless these devices are directly related to the lecture (e.g., laptops for note-taking) and will not cause disruption to it.

If students do not treat the learning environment with sufficient respect, staff will take a proactive role in reminding them of their responsibilities to others as members of a class, and of this code of conduct. In exceptional circumstances staff may ask those who persistently disrupt classes and lectures to leave. While students may notice other students talking throughout the lectures, at times it is difficult for staff to pinpoint when (and where) this is going on, as well as to interrupt the session to ask individuals to stop talking. So if you have concerns during the lecture but feel uncomfortable in asking the individuals to stop talking, please make the lecturer aware during the break or after the session who is talking and we will do our best to remind students to be respectful of other students in the class. In addition to appropriate behaviour in lectures and classes, it is important that staff and students maintain a friendly and respectful relationship at all times. If you wish to see a member of staff, please try to make an appointment and do not disturb staff who are clearly involved in meetings or who have indicated that they do not wish to be disturbed. In return, staff will seek to ensure they are helpful and polite in their dealings with students.

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4 Degree Structure Full details about your programme of study, including, amongst other things, the aims, learning outcomes to be achieved on completion, courses that make up the programme and any programme-specific regulations are set out in the programme specification available through http://www.royalholloway.ac.uk/studyhere/progspecs/searchresults.aspx?search_keywords=%22Psychology%22%20BSc

4.1 Psychology Programmes

Psychology is a varied and stimulating subject that appeals to those with an enquiring and critical mind as well as a yearning for well-established facts. Although many psychology students come straight from sixth form studies (with a wide variety of A-level subjects), psychology is also suitable for mature students since it offers a wide range of career opportunities and does not require a prior basis of specific school-acquired knowledge, except for mathematics and, in the UK, a certain standard of competence in the English language. The Department offers courses in the whole range of psychological investigation, including physiological methods, human cognitive performance (perception, memory, thinking, and language), child development, personality theories, social psychology, and clinical psychology. Teaching of essential skills such as experimental design, statistical methods, and use of computers to run experiments and analyse data plays an important part of the course. The third-year project allows students to develop these skills in pursuing a research topic that interests them. The Department runs five single honours programmes and several programmes that are joint or combined with another discipline. The undergraduate programmes offered by the Department are: Single Honours:

– BSc Psychology – BSc Applied Psychology – BSc Psychology, Clinical Psychology and Mental Health – BSc Psychology, Development and Developmental

Disorders – BSc Psychology, Clinical and Cognitive Neuroscience

• Joint Honours:

– BSc Mathematics and Psychology (no longer offered from 2013)

– BSc Criminology and Psychology

• Combined Honours: – BSc Biology with Psychology

(no longer offered from 2013) – BA Music with Psychology

(no longer offered from 2013)

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4.2 Degree Classification

Your final mark for each course will be a percentage mark, and your overall performance in each year of study will be calculated as a percentage mark based on the unit weightings of the courses you took. Each year of your degree is weighted differently in calculating your overall classification and there are a few additional criteria in the final year. Weightings are 0:1:2 respectively for each year (i.e., Year 2 is worth 33.3% while Year 3 is worth 66.7%), although a pass is required in Year 1 as in all years. For further information on your degree structure, please refer to the Undergraduate Regulations which can be accessed on the college website. The regulations explain in detail how your final degree class is calculated. Your results are classified under one of the degree class categories:

70% - 100% First Class Honours

60% - 69.99% Second Class Honours (Upper Division or ‘2:1’)

50% - 59.99% Second Class Honours (Lower Division or ‘2:2’)

40% - 49.99% Third Class Honours

35% - 39.99% Pass without Honours

0% - 34.99% Fail

4.3 Single Honours Degrees

Head of Programme: Prof. Patrick Leman

The single honours degree programme is designed to qualify graduates for the Graduate Basis for Chartered Membership (GBC) of the British Psychology Society, and to facilitate entry to postgraduate training courses in various branches of professional psychology (e.g., clinical, educational, and occupational). Students will be eligible for the GBC on successful completion of the programme when achieving a minimum 2:2 final classification and passing the final-year research project (PS3200). The major aims of the single honours degree include the provision of knowledge and understanding of the main areas of psychology as a scientific, experimental, and applied discipline. Major objectives include providing students with a wide range of important transferable skills related to research, study, information and computer technology, and communication. All single honours degrees are structured to provide general coverage of the main areas of psychology in the first two years. The BSc Psychology degree allows students to select options across a range of areas of psychology in the final year, organised into “blocks”. Other single honours degrees offer final-year options that allow specialisation in particular areas of psychology. The Programme Structure table shows the knowledge and skills that students are expected to acquire in each of the three years.

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First Year

All first year students must take ALL courses listed in the table below. To progress to Year 2 of the degree, students must pass PS1010 (a whole-unit course) and at least another FOUR half-unit courses (i.e., a total of 3 whole units).

Year 1 Courses (All mandatory) Course Terms Unit Value PS1010 Introduction to Psychological Research 1 & 2 1.0 PS1021 Learning and Memory 2 0.5 PS1030 Self and Society 1 0.5 PS1040 Lifespan Development 1 0.5 PS1060 Biological Foundations of Psychology 1 0.5 PS1061 Sensation and Perception 2 0.5 PS1110 Introduction to Abnormal Psychology 2 0.5

First year students are also strongly encouraged to register for appropriate courses in the Computer Centre, as part of the PS1010 Psychology Toolkit and for generic skills training. The Computer Centre provides a range of IT training sessions designed to enhance your current IT skills and prepare you for your academic life and beyond. This year the Psychology Department recommends the following sessions:

IS159 Managing Large Documents using Word 2010 IS157 Further Word 2010 Techniques for Projects and Dissertations IS223 How to Research your Assignment IS355 Working with Spreadsheets using Excel 2010 IS356 Presenting Data Graphically using Excel 2010 IS751 Creating Effective Presentations with PowerPoint 2010

Most of these sessions are available in both class-based and Self-Study format. Please note that courses using Word 2007 are also available. For further details of the sessions available or to book sessions, visit the Student IT Training page at: http://www.royalholloway.ac.uk/IT/training/ and click on the For students tab.

Alternatively, if you need help or advice please call in at the IT Training Room (Room 108) in the Computer Centre.

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Second Year All second year students must take ALL courses listed in the table below. To progress to Year 3 of the degree, students must pass PS2010 (a whole-unit course) and at least another FOUR half-unit courses (i.e., a total of 3 whole units).

Year 2 Courses (All mandatory) Course Terms Unit Value PS2010 Psychological Research Methods and

Analysis 1 & 2 1.0

PS2021 Cognitive Psychology 1 0.5 PS2030 Social Psychology 2 0.5 PS2040 Developmental Psychology 2 0.5 PS2050 Personality & Individual Differences 1 0.5 PS2061 Brain & Behaviour 2 0.5 PS2080 Conceptual Issues in Psychology 1 0.5

Third Year

All third year students take the Research Project (PS3200) as a whole-course unit. Successful completion of the Research Project is a British Psychological Society requirement for the recognition of the degree programme as providing the Graduate Basis for Registration (GBR). GBR status will not be given to any student who is awarded a degree without successful completion of this course or without achieving a 2:2 minimum final classification for the degree as a whole.

Students take additional courses to a total value of three whole course units (normally made up of six half-units). These may be selected entirely from the courses taught in the Psychology department as shown in the table below or, alternatively, appropriate courses up to a total value of one course unit may be taken in another department. All courses from outside the department must be approved by the Year 3 Coordinator or the Student Support Coordinator. Note that any course in another department must be at an appropriate level (i.e., normally a third year course). Year 3 Courses Mandatory Course Terms Unit Value PS3200 Research Project 1 & 2 1 Options vary for different single honours degree streams.

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BSc Psychology Students can select up to six options. These options are organized into blocks to ensure appropriate coverage of topics across different areas of the discipline. The exact configuration and contents of the blocks may vary from year to year. Students will be advised of option blocks and course available in year 2, before they have to make option selections. Year 3 Courses Course Options [Choose Up to Six Courses (i.e., 3 whole-units)]

Course Terms Unit Value PS3022 Language, Communication & Thought 2 0.5 PS3031* Methods in Cognitive Neuroscience 2 0.5 PS3041* Adv. Developmental Psychology 1 0.5 PS3050 Health Psychology 2 0.5 PS3060* Consciousness & Cognition 2 0.5 PS3061 The Ageing Brain 1 0.5 PS3090 Adv. & Applied Social Psychology 1 0.5 PS3110 Adult Psychological Problems 1 0.5 PS3121 Developmental Disorders 2 0.5 PS3131 Human Neuropsychology 1 0.5 PS3141* Clinical and Cognitive Neuroscience 1 0.5 PS3151 Occupational & Organisational Psychology 1 0.5 PS3171* Human Performance: Work, Sport, & Medicine 1 0.5 PS3181* Criminal and Forensic Psychology 2 0.5 PS3190* Educational Psychology 2 0.5 PS3210 Dissertation 1 or 2 0.5

*Placement courses are available, see Moodle for further information.

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BSc Applied Psychology

Students can select up to six half-unit courses from the following 8 options:

Year 3 Courses PS3050 Health Psychology 2 0.5 PS3090 Adv. & Applied Social Psychology 1 0.5 PS3151 Occupational & Organisational Psychology 1 0.5 PS3171* Human Performance: Work, Sport, & Medicine 1 0.5 PS3181* Criminal and Forensic Psychology 2 0.5 PS3190* PS3060* PS3061

Educational Psychology Consciousness and Cognition The Ageing Brain

2 2 1

0.5 0.5 0.5

BSc Psychology, Clinical Psychology and Mental Health

Students can select up to six half-unit courses from the following 8 options:

Year 3 Courses PS3050 Health Psychology 2 0.5 PS3061 The Ageing Brain 1 0.5 PS3110 Adult Psychological Problems 1 0.5 PS3121 Developmental Disorders 2 0.5 PS3131 Human Neuropsychology 1 0.5 PS3141* PS3181 PS3022

Clinical and Cognitive Neuroscience Criminal and Forensic Psychology Language, Communication, and Thought

1 2 2

0.5 0.5 0.5

BSc Psychology, Development and Developmental Disorders

Students can select up to six half-unit courses from the following 8 options:

Year 3 Courses (2015) PS3041* Adv. Developmental Psychology 1 0.5 PS3050 Health Psychology 2 0.5 PS3061 The Ageing Brain 1 0.5 PS3110 Adult Psychological Problems 1 0.5 PS3121 Developmental Disorders 2 0.5 PS3190* PS3141* PS3022

Educational Psychology Clinical and Cognitive Neuroscience Language, Communication, and Thought

2 1 2

0.5 0.5 0.5

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BSc Psychology, Clinical and Cognitive Neuroscience Students can select up to six half-unit courses from the following 8 options:

*Placement courses are available, see Moodle for further information.

4.4 Joint Honours Degrees

Coordinated by the Student Support Cooardinator: Dr. Afsane Riazi The aims and objectives of the joint degree programme are consistent with those of the Single Honours degree programme: They are intended to provide students with a good understanding of contemporary experimental psychology, although of course covering fewer areas than is possible on the Single Honours degree programme. In addition, the acquisition and development of transferable skills also form an important part of the aims and objectives. As with the Single Honours degree, these transferable skills include communicative, evaluative, reflective, experimental, methodological, computing, theoretical, and expressive skills.

BSc Maths and Psychology (last entrants in 2012-13) Each year, Maths and Psychology Joint Honours students must take 2 units in Psychology (see the course listings in the section above outlining the Single Honours Psychology programme). The choice of courses is subject to approval by the Student Support Coordinator, availability of space, and timetabling constraints. For more information, please see the Programme Specification form in the host department (Maths). Joint Maths and Psychology students are not permitted to take PS1010, PS2010, or PS3200 (from 2012-13 entry).

Year 3 Courses (2015) PS3031* Methods in Cognitive Neuroscience 2 0.5 PS3060* Consciousness & Cognition 2 0.5 PS3061 The Ageing Brain 1 0.5 PS3131 Human Neuropsychology 1 0.5 PS3141* Clinical and Cognitive Neuroscience 1 0.5 PS3171* PS3121 PS3022

Human Performance: Work, Sport, & Medicine Developmental Disorders Language, Communication, and Thought

1 2 2

0.5 0.5 0.5

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BSc Criminology and Psychology In year 1 and 2, Criminology and Psychology Joint Honours students must take 2 mandatory whole-units in Psychology. In the final year, students must take 1 mandatory whole-unit in Psychology and choose 1 whole-unit from those shown beneath the ‘Year 3 Courses (Choose two)’ subheading in the table below.

Term Unit value Year 1 Courses (All mandatory) PS1021 Learning and Memory 2 0.5 PS1030 Self and Society 1 0.5 PS1060 Biological Foundations of Psychology 1 0.5 PS1110 Introduction to Abnormal Psychology 2 0.5

Year 2 Courses (All mandatory)

PS2021 Cognitive Psychology 1 0.5 PS2030 Social Psychology 2 0.5 PS2040 Developmental Psychology 2 0.5 PS2080 Conceptual Issues in Psychology 1 0.5

Year 3 Courses (Mandatory)

PS2050 Personality and Individual Differences 1 0.5 PS2061 Brain and Behaviour 2 0.5

Year 3 Courses (Choose two) PS3022 Language, Communication & Thought 2 0.5 PS3031* Methods in Cognitive Neuroscience 2 0.5 PS3041* Adv. Developmental Psychology 1 0.5 PS3050 Health Psychology 2 0.5 PS3060* Consciousness & Cognition 2 0.5 PS3061 The Ageing Brain 1 0.5 PS3090 Adv. & Applied Social Psychology 1 0.5 PS3110 Adult Psychological Problems 1 0.5 PS3121 Developmental Disorders 2 0.5 PS3131 Human Neuropsychology 1 0.5 PS3141* Clinical and Cognitive Neuroscience 1 0.5 PS3151 Occupational & Organisational Psychology 1 0.5 PS3171* Human Performance: Work, Sport, & Medicine 1 0.5 PS3181* Criminal and Forensic Psychology 2 0.5 PS3190* Educational Psychology 2 0.5

*Placement courses are available, see Moodle for further information.

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4.5 Combined Honours Degrees (Last entry to these programmes was in 2012-13)

Coordinated by the Student Support Cooardinator: Dr. Afsane Riazi

There are two combined honours degree programmes: BSc Biology with Psychology BSc Music with Psychology

The aim of these degrees is to provide a thorough grounding in key topics in biology and psychology and music and psychology. Each year, Combined Honours students must take 1 unit from the core courses we offer in Psychology (see the course listings in the section above outlining the Single Honours Psychology programme). The choice of courses is subject to approval by the Student Support Coordinator, availability of space, and timetabling constraints. For more information, please see the Programme Specification form in the host department (i.e., Biology or Music). Combined Honours students are not permitted to take PS1010, PS2010, PS3200, or PS3210 (from 2012-13 entry).

4.6 Course Descriptions for Psychology Courses

Full descriptions and specifications for each course and lecture schedules can be found through a link on the Student Intranet: http://www.pc.rhul.ac.uk/Student_Intranet/home.asp. You will also be able to find detailed information about the weekly lectures and background reading for each course and past examination papers on the course Moodle site.

4.7 Types of Teaching in the Department

Teaching takes a number of different forms on the courses you take, from traditional lectures delivered to large groups of students through to one-to-one supervision. What unites all forms of teaching, however, is the need for you to participate actively in the teaching-learning process. This might mean taking notes and asking questions, as in a lecture, or it might involve preparing a presentation for a seminar or a Personal Advisor meeting. In each case, your learning will be maximized if you involve yourself as fully as possible in the various teaching sessions. The following kinds of teaching are delivered in the Department: Lectures generally introduce and review key topics and areas in psychology. Lectures will provide you with a starting point to center your learning on a particular topic or set of topics. They should equip you with the information necessary to engage in relevant independent learning. Seminars take place in smaller groups of ~20 students and provide a chance to engage in critical analysis and discussion of research papers drawn from the courses currently being taken and that address wider

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issues in psychological research, with some guidance from the seminar leader. The success of seminars relies on the student(s) coming prepared to the session and being ready to engage in discussion. Lab classes provide an opportunity for training in the design, execution and write-up of psychological research based on experimental, observational, and survey methods. Workshops provide students with hands-on experience to engage with lecture topics (e.g., practice statistics). Scheduled Personal Advisor group meetings provide a forum for discussing various general study and psychology topics in a small-group setting (~6 or 7 students), engaging in group debates, developing presentation skills, and discussing career-path ideas and plans. Supervision of the 3rd Year research project (and the 3rd Year dissertation, if you choose to do one) involves all students receiving individual supervision over the course of a full year, beginning at the end of Term 2 of the 2nd Year when you are assigned your project supervisor. (Note: dissertation supervisors are typically assigned by week 4 of Term 1 of your 3rd year). This method of teaching allows you to develop your own personal interests in specific areas of psychology. Research Participation Scheme is a compulsory course requirement of the PS1010 (Introduction to Psychological Research) Psychology Toolkit portfolio, which must be individually passed to pass PS1010 overall (which in turn must be passed to progress to Year 2). Here you will gain first-hand research experience by participating in twelve half-hour research sessions. For a full description of the scheme and instructions on how to use the online system for managing your participation, see the Psychology Student Intranet site under Information for Undergraduates, Year 1, Research Participation Scheme: http://www.pc.rhul.ac.uk/Student_Intranet/home.asp. If you have any questions about this scheme please contact Dr. Jeanne Shinskey (RPS coordinator).

4.8 Course Coordinators

Each course in the Department has a coordinator who takes overall responsibility for ensuring that the course runs smoothly. If you have any concerns about the course you should discuss these with the coordinator. The coordinators for each course in the current session are listed in the course specification forms on the student intranet: http://www.pc.rhul.ac.uk/Student_Intranet/home.asp.

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4.9 Course Outlines

For each course you take, the Course Coordinator will supply you with a Course Outline (posted on the course Moodle site). The outlines contain a detailed schedule of the lectures, including the title and date of each lecture and the name of the lecturer who will be taking the session. Course specification forms (available on the course information page on the student intranet: http://www.rhul.ac.uk/psychology/) describe each course and set out the overall aims and learning outcomes of the course and the general content. Two further important pieces of information on the course descriptions are the assessment methods for the course, and the titles of any recommended course texts.

4.10 E-Handouts and Additional Course Information

Additional course information will be available on the Moodle site for each course. In addition to the Course Outline, information for each lecture will be available online 24 hours before the lecture takes place. Such material will include the intended learning outcomes for that lecture to provide you with a basis for assessing the success of the teaching and your own learning. The lecture material will also contain a plan for the lecture, often in the form of a list of topics and/or summary of the material to be presented. In addition, there will be a reading list and, finally, maybe a few sample essay questions. These questions are intended to give you some idea of the kind of coursework or exam questions which might be set on the topics covered in the lecture. These sample questions are for your guidance only. Do not expect actual assignments or exam questions to be identical to the sample essay questions. Students are responsible for printing out their own hand-outs for each lecture if they wish to bring along a hard copy to the lecture to make notes as these will not be provided by the Department.

4.11 Reading Lists

We try to ensure that every item that appears on your reading list is available either from the library, online, or that a digital copy is placed on the course Moodle site. If you find that this is not the case, then you are strongly urged to inform the relevant Course Coordinator as soon as possible, so that the situation can be rectified. The reading for First Year lectures will usually be confined to about 3 or 4 key texts, while reading lists in subsequent years may be longer. You are not expected to read every item on every reading list that you are supplied with. Instead, lists of references should be seen as a learning resource which you may or may not need to exploit for particular purposes. Reasons to read include preparation for a seminar, Personal Advisor group meeting, coursework assignment, in revising for an exam, or to satisfy your own interest in a topic. Reading is also necessary for the 3rd Year project and dissertation (if you opt to do one) and, in these cases, you will be expected to take the lead in tracking down references relevant to your own interests (see also the section in this Handbook on Learning Resources).

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4.12 Seminars

Seminars will take place every other week in Terms 1 and 2, and will provide an opportunity to develop essential academic skills, especially around the reading and critical evaluation of psychological research papers. Seminars provide a forum for the discussion of research papers for a small group of students (up to 20) with a seminar tutor.

For each seminar, you will be provided with a research paper (for some courses, this may be a theoretical paper) and some study questions. It is essential that you read the paper and prepare answers to the study questions before the seminar. In the seminar, the tutors will facilitate a range of activities and discussions to ensure that your understanding of the paper is accurate and to consider wider issues that arise from the paper (e.g., applying knowledge). Each module (other than PS1010 and PS2010) will have an associated seminar, and there will also be two generic seminars per term, giving you five seminars per term in total. Module-associated seminars will consider research/theoretical papers relevant to the course content. These papers will not be related to your coursework assignments, but will be highly relevant to your understanding of the course and may be relevant to exam questions. Generic seminars will provide the opportunity for discussion of wider issues around psychology, which will be of benefit for your studies generally, across all modules. Seminars will help you to develop essential skills for reading and thinking about research that will benefit all of your academic work, and they will help you to develop confidence in talking about research. The times and places for seminars are arranged at the beginning of Term 1. As explained below, attendance at seminars is compulsory and your Seminar Tutor is obliged to keep a register and notes on student preparation and contribution for the seminar.

4.13 Personal Development Planning Forms

Throughout your time in the department you will meet with your Personal Advisor periodically to discuss your progress. Together with your Personal Advisor, you can informally review your marks, attendance, feedback, etc. At the end of each teaching term or at the beginning of Term 2 in the case of Year 3, your Personal Advisor will schedule a brief individual meeting with you. In this meeting, you will discuss the Personal Development Plan. Your Personal Advisor uses this form to summarise your performance during the previous term, thus providing you with a valuable source of feedback. The quality of your preparation, oral

NOTE: You are expected to come to seminars having prepared for the topic (e.g., having completed pre-assigned reading and preparation, thought about the topic under discussion). Seminars are not designed to be a ‘mini-lecture’ by your Tutor.

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contributions, and written work (where applicable) are taken into account in preparing the report. The form also provides a record of your attendance and essay submission status (where applicable). You will be invited to add your own comments on points made within the report, either in the meeting or at a later date. The assessments made on Personal Advisor Report forms do not contribute in any way to your degree classification. The forms are held on file and provide a record that may be used at a later date, for example, when writing references for you. They also alert Personal Advisors to cases where students are experiencing undue difficulties, so that help and advice can be offered as soon as possible.

4.14 Course registrations

You can only register for four course units in each academic year (this excludes courses that are being resat). While you have the option of changing courses within the first two weeks after the start of teaching (excluding Welcome week) subject to agreement from the department, once you have submitted assessment for the course, you may not replace it with another either in that term or in a subsequent term (e.g., Spring term). Any courses that you wish to take on an extracurricular basis (that is, as extra and not counting towards your degree) must be identified at the start of the academic year or before any assessment has been completed for the course.

4.15 Change of programme

You are only permitted to change programmes up to a maximum of three weeks after the start of teaching (excluding Welcome week) with the following exceptions:

• if the change is only in degree pathway title, which does not affect

the course units taken and you are still taking the required number of course units (worth 120 credits in total) as detailed in the relevant programme specification;

• if the change does affect the course units taken and you have to pick up an extra half unit in the Spring term but you would be taking the required number of course units as detailed in the relevant programme specification and would have no fewer than 120 credits.

Subject to availability and approval from the Director of UG Programmes, the Director of Teaching and Learning or the Head of Department, it may be possible to change from one single-honours psychology degree programme (i.e., C800, C804, C805, C806, and C807) to another at the end of year 1. Please email PsyOffice@rhul.ac.uk in the first instance.

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4.16 Exchange Programmes

The College offers students the opportunity to study abroad for a year through the International Exchange programme and the Erasmus programme. Students are able to apply to study abroad in Europe or at one of 24 International institutions in the USA, Canada, Australia, New Zealand, Hong Kong, Korea, Japan and Singapore, either as an integral part of their degree programme or as an additional year of study. Further details on participating in such programmes and restrictions placed on students in different departments are available at http://www.royalholloway.ac.uk/international/studyabroadandexchanges/home.aspx .

If you wish to study abroad you should contact Dr Jeanne Shinskey (Jeanne.Shinskey@rhul.ac.uk ) There are two programmes in particular that you might want to consider if you wish to study abroad:

1. the Socrates/Erasmus Programme for those wishing to study within the EU.

2. the Student Exchange Programme for those wishing to study at partner institutions outside of the EU.

The Psychology Department recommends that students only go abroad as an additional year, and not as an integral year. This decision was made due to difficulties we have experienced in the past with course selection at partner institutions, as we are unable to ensure that students who choose to go abroad as an integral year will maintain BPS accreditation for their degree. If you choose to apply for the program as an additional year of study, you would normally plan to go abroad between your 2nd and 3rd years of your degree programme (you must apply to the program generally towards the end of Term 1 of your second year), thereby interrupting (suspending) your studies at Royal Holloway for one year. Going abroad as an additional year allows you the opportunity to choose a variety of courses that are of interest and/or that are relevant to your future career path. The additional year abroad is not funded by your LEA, but there are various sources of funding that you could apply for (contact Royal Holloway International for information).

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5 Facilities

During your degree programme, you will need to make use of a wide range of learning resources. These include the use of machines, like photocopiers and printers, through to obtaining advice from qualified technicians. There are several technicians within the Department, each with different responsibilities:

TECHNICAL/OPERATIONS STAFF Extn No Room No Email

Miss Mary Atkins Resources 6323 Reception m.atkins@rhul.ac.uk

Mr Karsten Jackson IT Manager 3700 W119 Kartsen.Jackson@rhul.ac.uk Mr Abu Obaidah Assistant IT technician 3527 W119 abu.obaidah@rhul.ac.uk

Mr Philip Roberts Resources & research

3707/ 3599 W118 p.roberts@rhul.ac.uk

Resources Room

The following resources can be made available to students by Mary Atkins who is based in Wolfson Ground Floor Reception:

• Replacement Calculators for PS1010 students • Equipment for empirical work • Resources for 3rd year projects

Equipment and resources for projects Various equipment is available for undergraduate projects (and, occasionally, for First and Second Year Lab Classes). For example, the Department can supply equipment such as digital voice recorders, headphones and stop watches. You may also need help with preparing questionnaires, photocopying, stationery, and travel expenses. The Department also has access to some Psychometric tests, which provide a standardised measure of some aspect of mental behaviour and performance. All resources required for your final year project must be discussed with the project supervisor and must be requested and approved through your project resources form (see guidance notes provided for the PS3200 Final Year Project available on the student intranet).

5.1 Libraries

There are 2 libraries on campus: • Founder’s Library, located on the South Side of Founder’s Building,

houses most language, literature, film, music and theatre material; • Bedford Library, located up the hill from the Students’ Union next to

the History Department, houses science, social science and history material;

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Details, including further resources available, opening times and regulations, can be found online: http://www.royalholloway.ac.uk/library/home.aspx If you cannot find the specific items that you require in the libraries, it is possible to order items from other libraries by inter-library loan or to gain access to the Senate House Library or other university libraries. You can obtain further information on this by asking at the library helpdesks. The Information Consultant for Psychology is Adrian Machiraju, who can be contacted at a.machiraju@rhul.ac.uk The Library provides a range of training sessions designed to enhance your existing library and research skills. These are available in both class-based and self-study formats. For information on available sessions and to book a place, go to: https://www.royalholloway.ac.uk/library/helpandsupport/helpandsupport.aspx Accessing publication databases and library resources During the course of the degree you will be expected to access and read journal articles and book chapters recommended by Course Coordinators or your supervisor. While some of this material can be found in the Library, much of it (particularly articles that are published in peer-reviewed journals) is available online. Journal articles: Many of these can be accessed online (https://librarysearch.rhul.ac.uk) via the library, or in particular via Science Direct (http://www.sciencedirect.com/) (full text accessible only on campus or through the VPN). Alternatively, if you have the reference information you can find the online journal and locate the article using the volume and page information. Databases: It is expected that you will extend your reading beyond the reading list, particularly for third year courses. One way of exploring your interests is to find reading material using online databases using keywords for specific authors or topics. A list of databases relevant to Psychology is available at: http://eresources.rhul.ac.uk/kb/Psychology The following databases, all accessible via the link above, are particularly useful, and provide a full reference and abstracts for each journal article that is indexed:

• Web of Science • PubMed: www.pubmed.org (free access) • PsycINFO • PsycArticles

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5.2 Photocopying, printing and computing

5.2.1 Photocopying

The departmental photocopier is in constant use by office staff and lecturers. For this reason, we are unable to allow undergraduate students to use it. Instead you can use copier-printers (MFDs) located in the libraries, the Computer Centre and many PC labs, which will allow you to make copies in either black and white or colour. Further information is available online: http://www.royalholloway.ac.uk/library/usingourlibraries/photocopyingandprinting.aspx

If you require copying to be done for a seminar presentation, you need to give these materials to your tutor to copy on your behalf. Please make sure that you plan ahead and give the materials to your tutor in plenty of time. When photocopying please remember that it is a criminal offence to infringe the Copyright, Designs and Patents Act 1988.

The Act is available for reference and brief summaries are displayed by the photocopiers. In particular, multiple copying of copyright material may not be done without the written permission of the copyright holder, except under terms of the College's Licence, details of which are displayed. If you need advice about copyright please see our copyright guidance. https://www.royalholloway.ac.uk/library/researchsupport/copyrightsandlicenses.aspx

5.2.2 Printing

Many of the PC labs are open 24 hours a day, 7 days a week. Alternatively, there are computers available for your use in the libraries and Computer Centre. Departmental staff are unable, in any circumstances, to print anything out on your behalf. Copier-printers (MFDs) are located across the campus in the PC labs, libraries and Computer Centre. Further information on printing is available online: http://www.royalholloway.ac.uk/it/printing/home.aspx

5.2.3 Computing

The Computer Centre provides a range of IT training sessions designed to enhance your current IT skills (in addition to those we recommend you to take as part of the PS1010 Psychology Toolkit). These are available in both class-based and self-study formats, and successful completion of the course is rewarded by a College IT Skills certificate. To participate in these sessions, go to: http://www.royalholloway.ac.uk/it/training/home.aspx

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Computing Resources

General information about the Department is available on the Departmental webpages at http://www.royalholloway.ac.uk/psychology/home.aspx. Some IT Resources will be provided by the Department and others by the Computer Centre (http://www.royalholloway.ac.uk/Information-Services/Computer-Centre/).

Computer centre account The Computer Centre will open an ‘account’ for you. This includes a username (something like ‘uabc001’) and a password that you can specify. You will need these to access several essential facilities. You will also be given space on servers for storing your files. More details can be found at www.royalholloway.ac.uk/Information-Services/Computer-Centre/index.asp. First Year students in the Department must attend an IT Induction session organised by the Computer Centre (Wednesday 24th September, 11am or 12 noon at various locations around the college). Students will be advised which session to attend.

Access to computers There are a number of locations around the campus, some of which are open 24 hours a day. (Please see http://www.royalholloway.ac.uk/it/home.aspx ). There is also a large computer lab in the Bourne Annex (adjacent to the Department) which is open for general use during working hours when it is not being used for teaching. Additionally, there are a small number of computers set up in the entrance area of our department (Wolfson building). These are for student use when the room is not occupied with a meeting. Students can use these computers to check their emails, download files, etc. Please be considerate of others who may be waiting to use one of these computers.

Virtual Private Network: Off-campus access to RHUL systems Some material is restricted to RHUL computers. If you have your own computer with internet access, you can gain access to this material off-campus using our Virtual Private Network (VPN). Instructions for configuring your computer for this can be found here: http://www.royalholloway.ac.uk/information-services/computer-centre/faqs/results-type.asp?type=Dial-Up&submit01=Go.

Please note that the Royal Holloway Computer Centre does not currently (officially) support PCs running Windows Vista, Linux or Mac OS X, except for configuring them for use on the RHUL network (e.g. for e-mail and browsing the Internet). These systems may still work, but we recommend that you contact the Computer Centre for further advice before you purchase a computer.

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Email The Computer Centre will issue you with an email address. You will receive important email messages from the department (e.g., changes to teaching timetables) so it is important that you check it regularly. Your email address is also used for submitting coursework (see below). You can check, send and receive email from a web interface (webmail) at http://mail.live.rhul.ac.uk from anywhere, but if you wish to configure your own computer to use an email client (e.g., MS Outlook) you can do so (for instructions, and answers to frequently asked questions, please see http://www.royalholloway.ac.uk/information-services/computer-centre/faqs/results-type.asp?type=Email+-+Outlook+Live&submit01=Go).

Course information Important information about our courses can be found at http://www.pc.rhul.ac.uk/Student_Intranet/home.asp (including a downloadable electronic copy of this handbook which contains active links to websites). On the Student Intranet webpages you will find links to course specifications (information about learning aims and outcomes, contents of each course, assessment, etc), course Moodle webpages (which includes lecture schedules with dates, venues, and titles for lectures as well as additional information such as examination questions from previous years, reading lists, and lecture handouts etc). Please check this regularly – the website is updated with changes to course information. For course-specific enquiries please contact Course Coordinators directly (email addresses are provided for each course). You will need your RHUL username and password to access some of this information.

Departmental student intranet The student intranet contains information that is only accessible to students with RHUL usernames and passwords. It is available at http://www.pc.rhul.ac.uk/Student_Intranet/home.asp. Here you can find details about several areas including: • Information specific to each year of your Programme;

• Psychology resources:

• Documentation (e.g., forms for requesting coursework extensions);

• Links to Projects and Dissertation websites (including, deadlines, research projects offered by potential supervisors, etc.);

• Electronic Coursework Submission: Links to specific instructions for submitting your coursework are provided on the Departmental Student Intranet webpage given above. It is particularly important that you study these instructions and take the time to learn how to use this facility (you will not be able to submit coursework without it). Be sure to check that you get a confirmation receipt for submission and that you have uploaded your work to the correct course. If you do not receive this, it could be an indicator of a problem. If you are having problems using this system, please get in touch with our Departmental IT support services, before the

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deadline. If the problem cannot be resolved before the deadline, email both Mr Karsten Jackson (Karsten.Jackson@rhul.ac.uk) and the Psychology Office (PsyOffice@rhul.ac.uk) with a copy of your paper attached.

6 Coursework, Essays and Dissertation

If you choose to do a dissertation, you will be assigned a dissertation supervisor who will oversee your work. In most cases, students are happy with the supervisory relationship. However, there are occasions on which for some reason the supervisory relationship does not work and breaks down. If this happens, you should speak as soon as possible with your Personal Advisor or Year Coordinator (if in the unlikely event that all three are the same person, you can contact the Student Support Coordinator) to see whether the problem can be resolved informally, e.g., through mediation, changing supervisor. You should not wait until after you have received your final degree results to raise the matter as it is very difficult for the College to resolve such matters or take remedial action at that point.

6.1 Compulsory Coursework Assignments

The majority of courses include coursework. Compulsory coursework may take the form of a traditional essay, or it may involve another kind of assignment, for example, a review of a published article or the analysis of data on video. Whichever form the assignment takes, you will be supplied with a handout by the relevant Course Coordinator setting out what is required of you and this will also be available on the course Moodle site for viewing or download. The assignment handout will include the deadline for submission and a reminder of where to find information on penalties incurred if your work is handed in late, over the word limit, and on assessment offences. It will also remind you of the word limit for the assignment; you must make every effort to keep your essay to the acceptable length. You must state the number of words in each assignment on the front cover. See the section on Penalties for over-length work for more information on what counts within the word count and the penalties for not adhering to it.

6.2 First Year Coursework Requirements

First year undergraduates complete one essay per half-unit course during the year (with the exception of PS1010). Essays in the first year count as 20% towards the overall mark for a given course. For PS1010 there are a variety of components that contribute to the final course mark (see the course specification form in the course information on the student intranet: http://www.pc.rhul.ac.uk/Student_Intranet/home.asp

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6.3 Second and Third Year Coursework Requirements

In the second year, compulsory coursework contributes 30% towards your overall mark for a given course. In the third year, one course is assessed solely via coursework (PS3210), two others are assessed solely via examinations (PS3181 and PS3190); the final year project (PS3200) has a practical contribution assessment of 10% that goes towards the overall mark for the course. The contribution of any coursework to the overall mark varies from course to course in the third year; detailed information about assessment criteria for each course is available on individual Course Specifications on the Psychology Student Intranet (http://www.pc.rhul.ac.uk/Student_Intranet/home.asp).

6.4 Third Year Project

During Term 2 of the second year, you will be allocated a supervisor for your final year project (PS3200). The project constitutes a major piece of work, worth one course unit with Third Year weighting. The intention is that you plan, design and implement an empirical study on a topic in psychology of interest to you. You are also expected to analyse the data you have gathered, and write up the whole project in the manner of an article in an academic psychology journal. For full information on the Research Project, please consult the Research Project Guidelines on Moodle. You will need to consult with your supervisor at every stage in the planning and execution of the project. It is likely, therefore, that you will get to know your project supervisor quite well during this period. Please note that for BPS accreditation you must achieve a pass on your final year project (PS3200).

6.5 Presentations

You will be required to give presentations, both individually and as a member of a group of presenters, at several points during your programme. These are designed to develop both your confidence and communication skills for speaking in public. You will be given feedback after each presentation so you can continue to develop your skills.

6.6 Exams

Most exams take place in Term 3. The examination timetable is available to students on the College Portal at the end of Term 2. Please ensure that you check that you are entered for the correct exams (typically the deadline for registering for exams is mid-January). Advice on preparation for exams will be available in your lectures, sometimes in a revision session held at the end of a course. You can also ask relevant lecturers, Course Coordinators or your Personal Advisor for help. In revising for exams, a useful starting point is provided by lecture

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handouts as posted on the course Moodle site and your lecture notes. In particular, sample essay questions may feature on the handout for each lecture or have been provided at the end of a lecture. Together with the lecture plan and the reading list on the handout, these questions can provide an initial focus for your work. You can also look at the previous year’s exam paper which is available on the course Moodle site, or at the learning aims and outcomes produced for lectures. Do not expect, however, that the questions in an exam will be the same as those on past papers or lecture handouts. Instead, you should focus on the topics and themes covered on a given course. Note that given our aim to continually update our material (eg different lecturers delivering a lecture), the Department only displays one previous exam paper, or a specimen paper. Sample papers should only be used as guidance to familiarise yourself with the types of questions we may ask, as well as how we ask them. Students are each given an MX180 calculator at the beginning of the academic year for use in PS1010 classes and exams. Only these calculators are allowed to be used in the exams, consequently lost calculators will need to be replaced. These can be obtained from Wolfson Reception; please note a small replacement charge will be applied. Results are usually posted on the college portal in early to mid-July and a classification list for finalists will be displayed in the Department at an earlier date, advised nearer the time. Some departments post a pass-fail list before final results are available. Psychology has opted not to post these lists due to our experience that this causes unnecessary stress and anxiety. College does not allow us to give any individual guidance until final marks are released to students. Thus, until that time, if a student has failed a module, for example, we cannot advise what consequences that fail might have or whether there will be an opportunity to re-sit. However, in such cases, advice will be provided to students by the relevant Year Coordinator soon after the formal release of marks. Most people’s handwriting suffers when writing at speed, as is often the case in exams. However, do not be tempted to sacrifice legibility for the sake of sheer quantity of writing. Your handwriting in exams must be legible. The marker will only award marks for legible answers. (See section on Marking of illegible scripts).

6.7 Referencing and Referencing Style

Psychology generally follows the referencing style set out by the American Psychological Society (APA Publication Manual, 6th Edition, 2009). This is a set of guidelines, with a number of meticulous specifications, for presenting information in essays and reports. The most important part as far as RHUL undergraduates are concerned is the APA style of citing and referencing. A large part of the work done as part of your degree involves reading published work and using it to make points in your essays and lab reports. Whenever this is done, you must provide a citation in the text where you make the relevant point (i.e.,

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provide the names of the authors and the publication date) and then write a reference at the end of the essay (containing all the information needed to find the exact work you used). There are specific ways of doing both, which is outlined in the appendix on Referencing. The following website hosted by the University of Maryland University College also provides a very useful selection of examples of how to cite and reference various kinds of sources: http://www.umuc.edu/library/libhow/apa examples.cfm

It is a common misconception amongst undergraduate students that referencing style is “not that important” as long as all the information is there. This is not the case! Markers place emphasis on strictly correct referencing in your assessment, and even punctuation marks must be used precisely. Therefore, please take as much care as possible to follow these guidelines. You and your markers should be aware that regardless of what you see done or recommended in other works, this document contains the Department’s official guidelines. Importantly, referencing is essential in order to avoid plagiarism. If you take a point from the literature, you must reference that point, otherwise you are plagiarising someone else’s work. Plagiarism is the presenting of other people’s ideas as your own. Improper referencing can count as plagiarism, and can carry severe penalties. For more information, see the section in this handbook on Plagiarism and visit the Academic Support page on: http://www.royalholloway.ac.uk/forstudents/home.aspx. Electronic submission of essays involves an automatic and very thorough check for any ideas presented that are either not your own or have not been referenced. The College, and not the Department, deals with penalties for plagiarism.

6.8 Marking criteria

All assessed written work submitted by students in the Psychology Department is evaluated on a percentage scale. The relations to class band are shown in the tables on the next pages. For each percentage band, a set of general assessment criteria has been articulated. These criteria may be modified, where appropriate, to specific courses or forms of assessment. See individual coursework pages for further information. Adherence to referencing conventions and the presentation of bibliographical information will also be taken into account by markers.

An increased emphasis is placed on evidence of outside reading and on critical and analytical skills as the student progresses from Year 1 through to their final year. Thus, in the first year, students are only expected to display evidence of having consulted the recommended reading material to have the potential to attain a first class mark. However, this is not the case for Year 2 and the final year.

A mark in the class range may be awarded where the assessed work meets the majority of the criteria for that range.

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Additional note: Any figures included in the coursework will be assessed on the basis of the extent to which they enhance the reader’s understanding, are clearly explained and integrated with the arguments being developed in the text and are clearly labelled and captioned.

Degree Class (Marking scale) Coursework marking criteria

Upper I (95)

An outstanding answer displaying exceptional understanding of the topic. The arguments are clearly constructed and the answer is very well organised and presented. There is clear evidence of outside reading and evidence of a high degree of originality of thought, analytical skill and /or problem solving. Professionally presented, with referencing of exemplary standard.

Middle I (85)

An excellent answer displaying excellent understanding of the topic and/or very good analytical and problem solving skills. The arguments are clearly constructed and the answer is well organised and presented. There is clear evidence of originality of thought and analytical skill. Excellently presented, with referencing of exemplary standard.

Lower I (75)

The answer displays a very good understanding of the subject matter, and/or problem solving skills, and is well organised. The arguments are clearly constructed and well presented. There may be evidence of originality of thought and analytical skill. Excellently presented, with referencing of near-exemplary standard.

2(i) (62, 65, 68)

The answer displays a good understanding of the central issues and/or problem solving skills and is well organised. The arguments are well constructed, most key points are addressed and there are few significant errors. Good grasp of relevant concepts / terminology. Well-presented, with good referencing and correctly formatted references section.

2(ii) (52, 55, 58)

The answer displays an understanding of the main issues and demonstrates a generally satisfactory grasp of relevant ideas. There may be some irrelevant material, errors, omissions, poorly expressed ideas or partial understanding of some areas of the topic. Adequately presented. References section may indicate insufficient reading, and there may be some errors in referencing.

3rd (42, 45, 48)

The answer shows evidence of partial understanding of the key issues, but is poorly constructed and displays some flaws in understanding. There are some significant omissions or inaccuracies. The essay may not be fully focused on the question asked. There may be unsupported assertions and opinions. There are significant weaknesses in presentation. References section may be inadequate, and there may be many referencing errors.

Just Fail (35)

The answer does attempt to address the question but shows only very limited understanding of key aspects of the topic. The answer may not be focused and/or contains some major actual or conceptual errors, indicating insufficient understanding to merit a pass. There may be major omissions. There are significant weaknesses in presentation. Citations may be too few and reference list too short.

Fail (25)

The answer shows some minimal understanding of the topic and there is at least some attempt to address the question. There are, however, major errors and/or omissions that indicate poor understanding. Poorly presented; may contain few or no citations; inadequate or absent reference list.

Fail (10)

The answer shows a clear lack of understanding with serious errors or omissions. There is little or no attempt to address the question. May include some individual accurate facts. Poorly presented; no citations; inadequate or absent reference list.

Fail (0) No answer, or what is written shows no evidence of knowledge or understanding relevant to the set question.

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Degree Class (Marking Scale) Lab report marking criteria

Upper 1 (95)

An outstanding report showing exceptional understanding of the research conducted and related research. The Introduction includes highly relevant, clearly explained and critiqued research. The need for the present study is explicit and clearly justified. Methods and Results sections provide an excellent level of the necessary information. The Discussion demonstrates a high level of understanding of the findings, their relation to previous research, a substantive critique and clear suggestions for future research. Clear evidence of wider reading and an exceptionally good grasp of methodology, analysis and theory. The report also contains evidence of independent thinking. Professionally presented, with referencing of an exemplary standard.

Middle 1 (85)

An excellent report showing an excellent understanding of the research conducted and related research. Most elements of the lab report are outstanding, with perhaps one weaker element. Clear evidence of wider reading and an excellent grasp of methodology, analysis and theory. Excellently presented, with referencing of an exemplary standard.

Lower 1 (75)

A very good report showing a very good understanding of the research conducted and related research. There is some evidence of wider reading and a very good grasp of methodology, analysis and theory. Most elements will be excellent, with a small number of weaker elements. Excellently presented, with referencing of near-exemplary standard.

2(i) (62, 65, 68)

A good report showing a good understanding of the research conducted and related research. Most sections will be of a good standard, although there may be some minor errors, omissions or irrelevant information. Some evidence of wider reading and a good grasp of core methodology, analysis and theory. Well presented, with good referencing and correctly formatted references section.

2(ii) (52, 55, 58)

A satisfactory report showing a satisfactory understanding of the research conducted and related research. Most sections will be of a reasonable standard, although there are some errors, omissions or irrelevant information. Little evidence of reading beyond recommended texts. There is evidence of a basic grasp of core methodology, analysis and theory. Adequately presented. May be some errors in referencing.

3rd (42, 45, 48)

A weak report showing partial understanding of the research conducted and related research. Sections may have significant omissions, inaccuracies or may not focus on relevant issues. Reading may be confined mainly to recommended texts. Evidence of a basic grasp of core methodology, analysis and theory. There are significant weaknesses in presentation. References section may be inadequate, and there may be many referencing errors.

Just Fail (35)

A poor report that attempts to report the research conducted and related research, but shows only limited understanding of methodology, analysis and theory. Any reading is limited to recommended texts. There are major omissions and significant weaknesses in presentation. Referencing may be poor and references section too short.

Fail (25)

A very poor report that attempts to report the research conducted and related research, but shows little understanding of methodology, analysis, and theory. Contains major errors and omissions. Poorly presented; no or inadequate referencing.

Fail (10)

The report shows a clear lack of understanding, serious errors and omissions. Poorly presented with inadequate or absent referencing.

Fail (0) No report, or no evidence of knowledge or understanding relevant to the research conducted.

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Degree Class (Marking Scale)

Final year project (PS3200) write-up: Report marking criteria (contributes 90% to overall project mark)

Upper 1 (95)

An outstanding project report displaying exceptional understanding of the research area. Arguments are very clearly constructed, very well organised and presented. Demonstrates in-depth reading, mastery of the relevant statistical techniques, and evidence of a high degree of originality of thought, analytical skill and/or problem solving. Presented professionally, with referencing of exemplary standard. Suitable for submission to a peer-review journal.

Middle 1 (85)

An excellent project report displaying excellent understanding of the research area. Arguments are clearly constructed, well organized and presented. Demonstrates in-depth reading, mastery of the relevant statistical techniques and evidence of a high degree of originality of thought, analytical skill and/or problem solving. Presented professionally, with referencing of exemplary standard. Suitable for submission to a peer-reviewed journal with minor editing/revision.

Lower 1 (75)

A very good project report displaying very good understanding of the topic. Arguments are clearly constructed, well organized and presented. Demonstrates in-depth reading, excellent grasp of the relevant statistical techniques and evidence of some degree of originality of thought, analytical skill and/or problem solving. Very well presented, with referencing of a very high standard. May be suitable for submission to a peer-reviewed journal with some editing/revision.

2(i) (62, 65, 68)

A good project report displaying a clear understanding of the research area with good use of relevant reading and effective use of relevant statistical techniques. Research aims and questions are clearly stated. The report is well organized and presented, referencing in correct APA format, and contains few errors or omissions.

2(ii) (52, 55, 58)

A satisfactory project report displaying a basic understanding of the research area, with some evidence and effective use of relevant reading. Research aims and questions are stated (possibly with slight omissions/inaccuracies). Includes original data collections/ analyses, and basic account of methods used. Demonstrates familiarity with relevant statistical techniques (though there may be some errors in application). There may be some irrelevant material, errors, omissions, poorly expressed ideas. Adequately presented, with some referencing errors (may include some deviations from correct APA format).

3rd (42, 45, 48)

A weak project report displaying a limited understanding of the research area, with little evidence of relevant reading. Research aims and questions are confused or vague. May include little original data collection/analyses, and possibly inadequate account of methods used. May be some significant omissions or inaccuracies, and discussion may not focus on the relevant research question(s). There are significant weaknesses in presentation. References section may be inadequate, and there may be some referencing errors.

Just Fail (35)

A poor project report displaying very limited understanding of the research area. Little or no evidence of relevant reading. Research aims and questions are confused or vague. May include little or no original data collection/analyses. Inadequate account of methods used. There may be some major omissions and significant weaknesses in presentation. References section may be inadequate, and there may be many referencing errors.

Fail (25)

A very poor project report that makes some minimal attempt to address the research conducted and related research but shows very limited understanding with major errors and omissions, and little or no evidence of relevant reading. No research aims or questions specified. No original data collection/analyses. Poorly presented and no or inadequate referencing.

Fail (10)

The project report shows a clear lack of understanding of the research area and the research conducted and contains serious errors and omissions. Poorly presented with inadequate or absent referencing.

Fail (0) Contains no evidence of relevant knowledge or understanding of the research conducted.

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Final year project (PS3200): Criteria for assessment of practical contribution and productivity (contributes 10% to overall project mark)

A mark out of 100% for performance throughout the project based on the following criteria. Mark range Criteria _______________________________________________________________________________________ 86 – 100% Exceptional performance showing outstanding technical performance,

originality and initiative, high levels of application, planning and organisation, preparative work and analysis. A substantial contribution to the development of the work.

______________________________________________________________________________________ 70 – 85% Clear evidence of excellent technical performance, originality, organisation,

data acquisition/analysis and preparative work. ______________________________________________________________________________________ 60 – 69% Good performance, notable for steady commitment, sound technical

performance and some evidence of initiative, organisation, preparative work. ______________________________________________________________________________________ 50 – 59% Performance generally satisfactory but with some deficiencies in technical

performance and/or limited levels of commitment and application to the project.

______________________________________________________________________________________ 40 – 49% Performance rather weak, characterised by poor technical performance and

low levels of commitment and application. Poor understanding of the project and effectively no contribution to the planning and organisation of the work.

______________________________________________________________________________________ 20 – 39% Very poor technical performance amounting to unreliable performance of

routine tasks. Very low levels of commitment and application and unacceptably low attendance.

______________________________________________________________________________________ 0 – 20% Unacceptably low attendance. No or minimal engagement with the

project’s practical dimensions. ______________________________________________________________________________________

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Degree Class (Marking scale) Exam marking criteria

Upper I (95)

An outstanding answer displaying exceptional understanding of the topic. The arguments are clearly constructed and the answer is well organised and presented. There is clear evidence of outside reading and evidence of a high degree of originality of thought, analytical skill and /or problem solving. As good as could be expected under examination conditions.

Middle I (85)

An excellent answer displaying excellent understanding of the topic and/or very good problem solving skills. The arguments are clearly constructed and the answer is well organised and presented. There is clear evidence of originality of thought and analytical skill.

Lower I (75)

The answer displays a very good understanding of the subject matter, and/or problem solving skills, and is well organised. The arguments are clearly constructed and well presented. There may be evidence of originality of thought and analytical skill.

2(i) (62, 65, 68)

The answer displays a good understanding of the central issues and/or problem solving skills, and is well organised. The arguments are well constructed, most key points are addressed and there are few significant errors. Good grasp of relevant concepts / terminology.

2(ii) (52, 55, 58)

The answer displays an understanding of the main issues and demonstrates generally adequate grasp of relevant ideas. There may be some irrelevant material, errors, omissions, poorly expressed ideas or partial understanding of some areas of the topic.

3rd (42, 45, 48)

The answer shows evidence of partial understanding of the key issues, but is poorly constructed and displays some flaws in understanding. There are some significant omissions or inaccuracies. The essay may not be fully focused on the question asked. There may be unsupported assertions and opinions.

Just Fail (35)

The answer attempts to address the question but reveals very limited understanding, and/or major omissions, of key aspects of the topic. The answer may not be focused and/or contains some major actual or conceptual errors, indicating insufficient understanding to merit a pass.

Fail (25)

The answer shows some minimal understanding of the topic and there is at least some attempt to address the question. There are, however, major errors and/or omissions that indicate poor understanding.

Fail (10)

The answer shows a clear lack of understanding with serious errors or omissions. There is little or no attempt to address the question. May include some individual accurate facts.

Fail (0) No answer, or what is written shows no evidence of knowledge or understanding relevant to the set question.

All coursework assignments and exam scripts are marked ‘blind’. The standard of marking is then moderated (again, blind). The Visiting Examiners, who are independent of Royal Holloway, may also see your work. Visiting and External Examiners can suggest changes, where appropriate, to marks awarded by markers and moderators in order to maintain and enhance the general standards of marking.

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7 Assessment Information

There are occasions on which it is useful to make an official record of any difficulties that you might face. For example, if you suffer from a significant health problem, this fact, along with corroborating evidence, can be placed on record. This information may then be used in the Examiners’ Meeting. If, for example, your overall degree result falls just short of a higher category (borderline), then the Examiners would take your health record into account when deciding whether to exercise their discretion and raise your results into the higher category. If you feel that it would be useful to make an official record of this kind (for health or other reasons), then you should send a letter to the Chair of the Sub Board of Examiners, or the Senior Faculty Administrator (Vanessa Law). A deadline for these letters will be advised by e-mail to all undergraduates at the end of Term 2 (the deadline is usually at the end of the exam period). Special extenuating circumstances can normally only be considered by examiners if details are submitted before the examiners’ meeting.

Note: In Psychology we have a specific form that you must complete when submitting for extenuating circumstances. The form is available from the Student Intranet under the section Student Forms. http://www.pc.rhul.ac.uk/Student_Intranet/home.asp

7.1 Illness or other extenuating circumstances

If you are taken ill or there are other extenuating circumstances that you believe have adversely affected your performance in relation to any aspect of your course/programme (for example, your attendance, submission of work, or examination performance) at any point during the academic year, you must inform your department(s)/school(s) in writing, and provide the appropriate evidence. Please read the “Instructions to Candidates” issued by Student Administration. http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/examinations/home.aspx for full details on how and when to inform your department about such circumstances as well as the deadline for submission of such information.

Absence from an examination / failure to submit coursework Please see the section on progression and award requirements below for further details of the impact on course outcomes of failure to attend an examination or to submit required coursework. If you miss an examination or fail to submit a piece of assessed coursework through illness, or other acceptable cause for which adequate documentation is provided in accordance with the section Illness or other extenuating circumstances in the Instructions to Candidates, http://www.royalholloway.ac.uk/ecampus/academicsupport/exami

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nations/examinations/home.aspx the Sub-board of Examiners may take this into account when considering your results. Exam access arrangements for disabled students and those in need of support For all such students there is a process to apply for special arrangements for your examinations and other forms of assessment. Such requests should be made to the Disability and Dyslexia Services which will carry out an assessment of your needs. Please see the section Students in need of support (including disabled students) for further guidance about registering with the Educational Support Office.

7.2 Submission of written work

A list of coursework deadlines is given in Appendix 5. Coursework must be submitted electronically through the departmental student intranet, which can be accessed at the following web link (requires a username and password, see section on Computing Resources): http://www.pc.rhul.ac.uk/Student_Intranet/home.asp Unless otherwise specified, submitted coursework must be in a standard Word document format (doc or docx) and be less than 5MB in size. Further details and instructions for electronic coursework submission can be found on the student intranet. If you are using a program other than Word on your personal computer, it is your responsibility to convert this to a Word format (by opening, formatting, and saving it using a campus computer, or one in the Psychology entrance prior to submission). Please note that it is your own responsibility to check that you have submitted the correct file and that the coursework was successfully uploaded to the correct course (acknowledged by an electronic receipt emailed to you once the file is uploaded). Make sure you read and follow the online submission instructions carefully. All coursework must be submitted by10am on the day of the deadline. You are strongly advised not to leave it until the last minute to upload your coursework onto the system. Computer and/or internet problems are not accepted as grounds for late submission and you will be penalised.

7.3 Anonymous marking and cover sheets

The assignment handout will remind you how to present your work. In particular, you must not write your name or student number on any assignment. The coursework web page will recognise you automatically when you log in and so providing your name/student

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number is not necessary. By securing your anonymity, you can be confident that the marking process is fair and unbiased.

7.4 Penalties for late submission of work

NB Please note that this policy has changed since September 2011. The following College policy applies to all students (new, continuing, resitting and repeating) on taught programmes of study with effect from September 2011. Please ensure that you are aware of the deadlines set by your department(s) and also the requirements to meet this deadline, e.g., whether you need to submit electronic and/or paper copies for your submission to be deemed complete (see submission of written work above).

In the absence of acceptable extenuating cause, late submission of work will be penalised as follows:

for work submitted up to 24 hours late, the mark will be reduced by ten percentage marks;*

for work submitted more than 24 hours late, the mark will be zero.

*e.g., an awarded mark of 65% would be reduced to 55% and a mark of 42% would be reduced to 32%.

If you have had extenuating circumstances which have affected your ability to submit work by the deadline, or on your examination performance, evidence of these (such as a medical certificate) should be submitted via email, accompanied by any relevant documentary evidence, to the Psychology Office (PsyOffice@rhul.ac.uk). As with all extenuating circumstances, it is at the discretion of the examiners whether to accept these as a reason for having not submitted work on time. Please see the section on applying for an extension to the deadlines set, and the section for details on submitting requests for extenuating circumstances to be considered.

7.5 Extensions to deadlines

You will usually be given all the information you need about each assignment several weeks in advance of the deadline. It is vital that you adhere to coursework deadlines. Failure to meet deadlines will result in the deduction of marks (as detailed in section 7.4. above) which could seriously affect your grades. If your essay is handed in more than 24 hours late, or not at all, then you will be awarded a zero for that piece of coursework; in the case of courses which are compulsory for progression, this could mean that you would not be allowed to progress to your next year of study.

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Note: All deadline times will be strictly enforced, so do not be surprised if your work is penalised for late submission if you hand in your work at, say, ten minutes after the deadline. In the absence of acceptable extenuating cause, late submission of coursework will be penalised. Extensions will only be granted in exceptional circumstances, for example, serious illness, bereavement, family crisis, or involvement in a road accident. Computer hard drive or memory USB stick failure will not be accepted as an excuse for late submission or coursework extension. To request an extension, you must fill out the appropriate form (available for download from the Psychology Student Intranet) and email it to psy-extensions@rhul.ac.uk, together with any supporting medical evidence, and where possible at least five working days before the deadline. Do not assume that your request will be granted automatically, even if you consider that you fulfill the necessary criteria. Each request is assessed by the Year Coordinator and the Chair of the Sub-Board of Examiners and the student is informed by email of the Department’s decision as soon as possible. Once you have submitted your request you should continue working, if this is possible, until you hear whether your request is granted or not (i.e., assume that it has not been granted until you hear otherwise).

7.6 Penalties for over-length work

The following College policy applies to all students on taught programmes of study:

All over-length work submitted on undergraduate and taught postgraduate programmes will be penalised as follows: • For work that exceeds the upper word limit by at least 10% and

by less than 20%, the mark will be reduced by ten percentage marks*, subject to a minimum mark of a minimum pass.**

• For work that exceeds the upper word limit by 20% or more, the

maximum mark will be zero.

*e.g., an awarded mark of 65% would be reduced to 55%. **Note that some students in the past have misread the above rule to mean that exceeding the wordcount by 10% is permitted – this is not the case. Thus, for example, an essay containing 1650 words with a wordcount of 1500 would be penalised as it exceeds the word limit by 10%.

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In addition to the text, the word count includes quotations and footnotes. Please note that the following are excluded from the word count: assignment title, course title, preliminary pages (e.g., if appropriate for the assignment, the Table of Contents, List of Tables, List of Figures is not counted in the word count), references and appendices. The word count includes everything in the text of your essay from the opening to the final word (i.e., it includes the names of authors/papers you refer to in the text, quotations, information in any tables, captions for tables and figures, etc.).

7.7 Return of written coursework

The following College policy applies to the return of coursework: Assessed work (other than formal examinations) should be returned within 4 weeks of the submission deadline, except in cases where it is not appropriate to do so for academic reasons. The deadline for the return of marked work should be made clear to students when they receive their assignments. In the event that the intended deadline cannot be met, the revised deadline must be communicated to students as soon as possible. Note, however, that the Department of Psychology aims to return student coursework earlier than that specified by College policy: within 3 weeks of the submission deadline. Electronically submitted coursework will be returned via email to the students with feedback.

Feedback on Written Work

Feedback is available on your written work in a number of ways:

• by reference, together with your mark, to the marking criteria; • individual and generic feedback (for all students) from markers

on essays, compulsory coursework assignments, and dissertation if you choose to do one (and verbal feedback where requested);

• feedback from your supervisor on your Third Year project draft.

To improve the standard of your written work, you should pay close attention to the comments you receive and try to accommodate them, wherever possible, in subsequent work. Guidance on the presentation and content of written work can also be obtained from your Personal Advisor. What you can expect from your markers in terms of coursework feedback Throughout your degree you will have many different coursework assignments which may include essays, lab reports, critical evaluations of papers, etc. Having different types of assignments will result in different forms of feedback (including feedback sheets and

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access to general feedback). We give you a variety of assessments to aid your academic development, and consequently the methods and styles of feedback will vary accordingly. Note that the level, quality, and quantity of our feedback is not dependent on how much a particular assignment is worth (e.g., 25% of your final mark vs. 50% of your final mark), or the word count of the assignment (e.g., 1500 words vs. 4000 words). Rather, it is expected that all assignments deserve feedback that will allow students to see where they have done well and where they could improve.

Within assignments, there may be more than one marker. Each marker differs in the way that they mark your assignments, with some being more concise than others. Furthermore, as a department we strive to provide the best and most suitable feedback for each individual piece of work. This means that there can be variability in the feedback received by different students or by the same student for different pieces of work (regardless of whether the marker is the same or different); this is a great strength in our marking procedures. Importantly, we take great care to ensure consistency in the quality of feedback across markers and students, so although quantity may seem variable, quality is consistent.

What to do if you have questions about your mark or feedback

The processes in place to ensure that the marks and feedback returned to you are accurate and helpful mean that it should not normally be the case that you would have further questions about your mark or feedback, once it is returned to you. However, if you have questions about a specific mark or piece of feedback on a coursework essay, in the first instance approach the marker by e-mail to arrange a meeting. If you have queries about a series of marks received, arrange a meeting with your Personal Advisor. If you are not satisfied with either of these meetings you may e-mail your Year Coordinator, and then the Director of Undergraduate Programmes or the Director of Teaching and Learning, to arrange an appointment. Please do not contact the Head of Department about any of these issues. Although you may receive further feedback and guidance, note that your mark will not be changed.

The marks received for compulsory coursework essays are not negotiable. College does not accept appeals on the basis of academic judgement. If you think there is the possibility that an administrative error has occurred, however, approach the relevant Course Coordinator and the necessary checks will be made. Full details of the complaints and appeals procedure are set out in the Undergraduate Regulations, http://www.royalholloway.ac.uk/Registry/academic_regulations/Undergraduate_Regulations.html.

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7.8 Assessment offences

The College has regulations governing assessment offences which can found on the following webpage: http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx Assessment offences include, but are not limited to, plagiarism (see below), duplication of work, that is, submitting work for assessment that has already been submitted for assessment in the same or another course, falsification, collusion (for example, group-working would constitute collusion where the discipline or the method of assessment emphasises independent study and collective ideas are presented as uniquely those of the individual submitting the work), and failure to comply with the rules governing assessment (including those set out in the ‘Instructions to candidates’). The Regulations set out some of the types of assessment offences in more detail, the procedures for investigation into allegations of such offences and the penalties. Students are strongly encouraged to read these Regulations and to speak with their Personal Advisors or other members of staff in their department should they have any queries about what constitutes an assessment offence. The College treats assessment offences very seriously and misunderstanding about what constitutes an assessment offence will not be accepted as an excuse. Similarly, extenuating circumstances cannot excuse an assessment offence. Students with extenuating circumstances that affect their ability to submit work should contact their departments about the possibility of an extension or other support.

7.8.1 Plagiarism

Definition of plagiarism 'Plagiarism' means the presentation of another person's work in any quantity without adequately identifying it and citing its source in a way that is consistent with good scholarly practice in the discipline and commensurate with the level of professional conduct expected from the student. The source which is plagiarised may take any form (including words, graphs and images, musical texts, data, source code, ideas or judgements) and may exist in any published or unpublished medium, including the internet. Plagiarism may occur in any piece of work presented by a student, including examination scripts, although standards for citation of sources may vary dependent on the method of assessment. Identifying plagiarism is a matter of expert academic judgement, based on a comparison across the student’s work and on knowledge of sources, practices and expectations for professional conduct in the discipline. Therefore it is possible to determine that an

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offence has occurred from an assessment of the student’s work alone, without reference to further evidence. Clearly, it is very important that you avoid plagiarism. When writing an essay, you must acknowledge your sources each and every time you refer to someone else’s work or ideas. You must also cite your sources in the list of references at the end of your essay. The Department has a standard format for citing others’ ideas and words, taught in the first term of the first year and described in the handbook (see the appendix to this handbook on ‘Compiling a List of References’) and you are strongly advised to follow these guidelines closely. Not only do they help you avoid plagiarism, they will also improve the standard of your written work. Some students worry that the inclusion of numerous references to other authors’ work will make them appear unoriginal and overly-dependent on established texts. Quite the reverse is true, however. The judicious citation of other authors’ work provides one indication of your merit as a scholar. Please note that you should be especially careful, when studying closely with other students, that each submitted work is individual. Essays that share a substantial component may be considered plagiarism. The Department’s information on plagiarism and how it can be avoided can be accessed at: http://www.pc.rhul.ac.uk/Student_intranet/Coursework_upload_info/plagiarism.asp Note that all coursework is submitted by the Admin Team to Turnitin software, which is one tool the Department uses for plagiarism detection. In addition to becoming familiar with what plagiarism refers to, the Department requires that all students complete the Moodle course on plagiarism within the first few weeks of term as part of the PS1010 Psychology Toolkit portfolio. The Moodle course on plagiarism can be found at the following website: http://moodle.rhul.ac.uk/login/index.php. Students who do not comply with this request may have the marking of coursework essays delayed.

7.9 Marking of illegible scripts

It is College policy not to mark scripts that are illegible. If you anticipate that you may have difficulty in handwriting scripts which would lead to your scripts being illegible you should contact the Disability and Dyslexia Services (ESO) http://www.royalholloway.ac.uk/ecampus/welfare/disabledstudents/home.aspx

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7.10 Progression and award requirements

The Regulations governing progression and award requirements are set out in your Programme Specification (http://www.royalholloway.ac.uk/coursecatalogue/home.aspx) and also more generally in the Undergraduate Regulations http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx

If you do not pass a course unit at a first attempt you may be given an opportunity to‘re-sit’ or ‘repeat’ the course unit.

Re-sit of a failed course unit - Normally the opportunity to re-sit any failed parts of a course unit not passed will be during the following academic session. Students do not have to (re)attend any classes. Marks for work which has been passed will be carried forward. Students are required to register to resit course units. Unless students have been informed otherwise, the mark for such courses will be capped at 40%. Repeat of a failed course unit – if you are given the opportunity to repeat a course unit in attendance you will need to register for the course unit for the following academic year and satisfy afresh all the assessment and attendance requirements, that is, you are expected to attend all classes and redo all required coursework and examinations for the course unit. No marks from the previous attempt at the course unit are carried forward and no work completed as part of the first attempt at the course may be resubmitted for assessment. The mark for a course repeated in attendance is not capped. Please note that it is not possible to re-sit or repeat a course unit that you have passed.

Summer re-sits are available to:

• All first year undergraduate students, who would not otherwise be in a position to progress onto the next stage prior to the following year of study, provided they meet the criteria set out in the Undergraduate Regulations.

• Second year undergraduate students on BA, BMus, BSc or BSc (Econ), who would not otherwise be in a position to progress onto the next stage prior to the following year of study, provided they meet the criteria set out in the Undergraduate Regulations.

To qualify for summer re-sits the following criteria, which are set out in the Undergraduate Regulations http://www.royalholloway.ac.uk/forstudents/studying/academicregulations/home.aspx, must be met:

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a) the student must already have passed, been allowed, or been granted exemption from courses to a value of at least two units;

(b) the student may only re-sit the assessment from courses in which s/he has achieved a mark of at least 30% on the first attempt, except where his/her performance was affected by documented extenuating circumstances deemed acceptable by the Sub-board of Examiners.

This opportunity will be offered only to students who would be in a position to satisfy all the criteria to progress onto the next stage prior to the start of the next academic year. PS1010 and PS2010 require a pass to progress to year 2 and year 3, respectively, of the single honours programmes. If a student achieves a fail on PS1010 or PS2010 due to failing the exam they may be offered a summer resit; however, if one of these courses was failed due to lab report failure, the course will need to be repeated in attendance, due to the amount of in-class work that goes into each of these assignments.

7.11 Outcomes of course unit assessment The Undergraduate Regulations require that for a student to qualify for final consideration in a course unit, the Sub-board of Examiners will take into consideration:

(a) whether the candidate has satisfied the attendance requirements stated in the course specification; (b) whether the candidate has satisfied the assessment requirements stated in the course specification.

The Sub-board of Examiners will determine an outcome and a percentage mark recorded as an integer between 0% and 100% inclusive for each candidate, as follows:

(a) an outcome of Pass (P) with a percentage mark will be returned where the candidate has gained a mark of 40% or above overall and in all elements of the assessment that carry an individual pass requirement; (b) an outcome of Fail (F) with a percentage mark will be returned where the candidate has gained a mark of 39% or below overall or in any element of the assessment that carries an individual pass requirement;

Where a student's performance in the assessment was affected by adequately documented extenuating circumstances, the Sub-Board of Examiners may return alternative course outcomes as set out in the Undergraduate Regulations. In some cases this will require the student to complete additional work or a resit of affected assessment. For further details please see Undergraduate

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Regulations. http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx

Students entered to re-sit an examination will normally not receive an overall percentage mark greater than 40% for that course unit.

For details on the requirements for degree classification please see the section on the Consideration for the Award in the Undergraduate Regulations. http://www.royalholloway.ac.uk/ecampus/academicsupport/regulations/home.aspx

7.12 Examination results

Please see the Examinations website http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/home.aspx for details of how you will be issued with your results. http://www.royalholloway.ac.uk/ecampus/academicsupport/examinations/results.aspx The Examinations & Assessment website is the place where you can access the “Instructions to Candidates” and details of the examinations appeals procedures. http://www.royalholloway.ac.uk/ecampus/academicsupport/academicappealsandcollegecomplaints.aspx

8 Student Support

8.1 Non-academic related enquiries & support

The Student Services Centre is located in the Windsor Building and provides a single point of contact for all non-academic related queries including accommodation, fees and funding, enrolment and graduation. For further details please visit http://www.royalholloway.ac.uk/ssc

8.2 Students in need of support (including disabled students)

Your first point of reference for advice within the Department is your Personal Advisor. Inevitably, problems will sometimes arise that the Personal Advisor is not qualified to deal with. The College offers a high level of student welfare support which includes a comprehensive Health Centre, a highly regarded Counselling Service, dedicated educational and disability support, as well as a wealth of financial, career and other advice. Further details of each service can be found on the College web on the Student Welfare page: http://www.royalholloway.ac.uk/ecampus/welfare/home.aspx

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If you have a disability or specific learning difficulty, it is important that you bring it to our attention as soon as possible. The Disability and Dyslexia Office (DDS) representative is Dr Afsane Riazi (Afsane.Riazi@rhul.ac.uk). You must also contact the DDS (Founders West 151; tel: +44 (0)1784 443966; email: disability-dyslexia@rhul.ac.uk) who will arrange for an assessment of needs to be carried out and will advise on appropriate sources of help. Further information is available on the College web on the DDS Support, health and welfare page http://www.royalholloway.ac.uk/ecampus/welfare/disabledstudents/home.aspx

8.3 Centre for Development of Academic Skills (CeDAS)

For 2014/15 CeDAS offers a range of courses, workshops and 1-to-1 tutorials that aim to ensure all students at Royal Holloway reach their full academic potential. Academic Skills for All CeDAS runs a number of interactive workshops in the Autumn and Spring terms that are open to all students. These workshops give you a sound introduction to many of the key skills you need to perform well in your university studies. You can develop skills for most aspects of academic writing as well as for seminars, presentations and group work. If you attend these workshops, you can earn Royal Holloway Passport points https://www.royalholloway.ac.uk/studyhere/royalhollowaypassportaward.aspx Academic English for International Students CeDAS offers a suite of courses specifically designed for international students (including EU students) whose first language is not English. By attending these courses you can pick up the skills and language you need to communicate successfully in your academic studies. Courses run in the Autumn and Spring terms and comprise either 4 weekly classes, or, for our longer courses, 8 weekly classes. If you attend these courses, you can earn Royal Holloway Passport points. Academic Skills for Your Subject CeDAS also run workshops that are embedded into the curriculum of academic programmes. These have proven to be highly effective because the skills you learn are closely connected to particular academic tasks - especially writing tasks - within a specific discipline. Further details about this provision are to be found in the course information of participating departments. 1-to-1 Writing Tutorials CeDAS offers all taught students the opportunity to gain help and advice on their academic writing. You can book up to three 30-minute tutorials per term with a specialist tutor who can provide input

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on many elements of your academic writing. Note, 1-to-1 Writing Tutorials are developmental. It is an opportunity for you to clarify the way you express ideas through face-to-face discussion with a reader. Your tutor will not proof-read your work. Maths and Statistics Support From January 2015, CeDAS will begin offering 1-1 Maths and Statistics Support sessions for undergraduate and post-graduate (taught) students in selected subjects. The aim of these sessions will be to develop your confidence and skills, and ultimately to help you solve mathematical problems independently. The 1-to-1 sessions will be available to book from January 2015; details to be confirmed and publicised at the end of Autumn term 2014. Online Resources There are several online resources to support students' academic skills development and language learning. Here are some subscription resources available to Royal Holloway students.

• Skills4Study Campus is an interactive e-learning resource that helps you understand, practise and improve core skills needed for successful study: writing, critical thinking, reading and note-making, referencing and understanding plagiarism, and exam techniques.

• EAP Toolkit offers a set of 100 learning activities (75+ hours of study) which provides an introduction to a wide range of academic study skills for international students

• Tips and Techniques for Exam Success provide a collection of resources that will help you meet the challenges of summer term exams at Royal Holloway.

CeDAS is based in the International Building, ground floor. To access CeDAS resources or to book a workshop, course, or tutorial, simply go to: www.royalholloway.ac.uk/ecampus/cedas

8.4 Feedback from Students

The methods of feedback from students—outlined below—yield valuable insights and information. There have been numerous occasions on which student views have led to changes in how teaching, learning, and assessment are conducted in the Department. We take your views seriously and would like you to be involved in the process of shaping Departmental policy. Do not forget that you can raise general issues of concern with your Personal Advisor, in addition to the ways described below. In some cases when the Department becomes aware of urgent issues, the Director of Undergraduate Programmes, Director of Teaching and Learning or the Head of Department may approach individual students for discussion of such issues.

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One of the highest priorities within the Psychology Department is to help you realise your academic potential while at Royal Holloway. For this reason, we monitor the success both of our teaching and your learning. We also monitor the success of our administration, to make sure that we have useful, efficient mechanisms in place to facilitate progress through your degree.

Your opinions and concerns are of crucial importance as part of this monitoring process. We rely on you to let us know where you think improvements could be made. Within the natural constraints of time, money and resources, we make strenuous efforts to accommodate the balance of student views. If you have criticisms to make, we ask only that you be as constructive as possible in the way that you articulate them. For example, it is always especially helpful if you can suggest a solution to a problem in addition to highlighting it in the first place. There are several ways in which we seek feedback from you on how well we are doing:

• Student Intranet: at the top of the student intranet webpage there is a student feedback button where you can provide constructive feedback at any time anonymously to the Director of Undergraduate Programmes and the Director of Teaching and Learning.

• Staff-Student Committee: a forum for staff and student representatives to discuss general issues relevant to students.

• Course feedback forms: your opinions of each course you have taken.

• Personal Advisor on-line feedback forms (available towards the end of Term 2 on the student intranet): your views on your meetings with your Personal Advisor.

• Teaching and Learning Committee: these meetings are held several times during each term of the academic year and consider all aspects of teaching and learning in the Department. Students are sometimes asked to attend these meetings.

• Annual Curriculum Development Meeting: a meeting where the Department considers broad issues concerning the content of teaching on courses, to which the student representatives are invited.

• Focus groups: confidential meetings where groups of students air their views and any concerns about the Department.

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8.4.1 Student-staff committee

There is a student-staff committee on which both taught and research students are represented. The Committee meets three times each year and plays an important role in the Department as a forum for airing student views. For its constitution, see committee’s handbook under Compliance/Governance http://www.royalholloway.ac.uk/iquad/collegepolicies/home.aspx You can use the Committee to raise any issues that concern students. Details of forthcoming elections are e-mailed to students at the beginning of the academic year. All meeting details and names of current representatives can be found on the Student Intranet on the student-staff committee pages http://www.pc.rhul.ac.uk/student_intranet/boards/staff_student/default.asp?year=2013. The purpose of the committee is to provide a forum in which students can raise any issues of concern related to teaching and learning. Academic staff can also raise issues that they believe to be of direct concern to students. The Staff-Student Committee meets once each term. You will be asked, via e-mail, to volunteer items for the agenda of this meeting (if you have any), and the minutes will be available for you to read afterwards (accessed via the student intranet). According to a remit agreed at the February 2009 meeting, the Staff Student Committee is to enable students to discuss generic problems and requests and to enable staff to respond to these face-to-face. It is requested that student representatives attempt to ensure that opinions expressed and requests made are relevant to their year. Personal comments about any lecturer or member of staff and specific problems of an individual student are not appropriate for the Staff-Student Committee. The committee comprises student representatives from the First, Second, and Third Years. Diploma, Joint Honours, Postgraduate, mature and international students also have their own representation on the Staff-Student Committee, which is chaired by a student representative. The committee is organised by the Senior Faculty Administrator. The Library Liaison officer for Psychology is also a member of this committee. Nominations for student membership of the committee are sought at the beginning of Term 1 each year, via e-mail. If you are interested in being on the committee, you will need to reply with the names of two people willing to propose and second your nomination. Two or three representatives are sought from each of the First, Second, and Third Years, while Joint Honours, MSc Applied Social, Mature and International students have one member each on the committee. If necessary, elections will be organised by the Senior Faculty Administrator and arrangements for such elections will be notified to you via e-mail. If elected, students become a member of the committee for a full academic year, and may stand again in future years.

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The names and contact details of student representatives will appear on the student intranet. Feel free to ask the appropriate representative to raise any issues or concerns that you would like the Staff-Student Committee to address. You can approach representatives in person, or alternatively send an e-mail.

8.4.2 Course Evaluation Feedback Forms

Towards the end of each course (usually during the penultimate lecture) you will be asked to fill out a Course Evaluation Feedback form and return it there and then. The forms do not ask for your name, or any other form of identification, so you are free to express your opinions quite frankly in a constructive manner (e.g., where you note something you would like changed, please offer a suggestion of how it could be improved). The person who distributes these forms should allow at least 15 minutes for you to fill these forms out (more if necessary). Because you take many different courses during your degree programme there may come a point where you fall prey to “feedback fatigue”! Certainly, you will be asked to fill out a number of feedback forms, mostly towards the end of Terms 1 and 2. However, do please avoid the temptation to rush through the forms (or avoid them altogether). The more (carefully considered) information we have from you, the better are the chances that we can improve the quality of teaching and learning, both for you and for future generations of students. If you are a finalist, you can also provide feedback on a national level through the National Student Survey, an independent survey which is then published on the government website, http://unistats.direct.gov.uk/ .

8.4.3 Personal Advisor Feedback Forms

All students will be asked towards the end of Term 2 to supply feedback via the Personal Advisor Feedback form. These forms will be emailed to you; to ensure anonymity, do not identify yourself in any way on the form.

8.4.4 Student Representation on the Teaching and Learning Committee

The Teaching and Learning Committee considers all matters of importance pertaining to teaching, learning, and assessment in the Department. Its recommendations are passed on for consideration to the Departmental Board, which comprises every member of the academic staff (plus some others). The Teaching and Learning Committee will sometimes invite a student to attend meetings where their views and concerns are especially relevant to items on the agenda. Often, the student in question is one of the Third Year representatives from the Staff-Student Committee.

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8.4.5 Student Representation at the Annual Curriculum Planning Meeting

Each year, typically in Term 2, the entire academic staff meets to consider the suitability and quality of the curricula for the undergraduate programmes of study. For example, the committee might consider how appropriate the range and balance of individual lecture topics are on a particular course. A student representative is invited to attend this meeting and give us their insights and opinions as a consumer of the teaching being delivered. As with the Teaching Committee meetings, the student representative is often one of the Third Year Staff-Student representatives. Student input at both Teaching Committee and Curriculum Planning Meetings has been extremely useful and productive. We look forward to fresh contributions from new and current students who would like to get involved in the work of these committees.

8.5 Students’ Union

The Students’ Union offers a wide range of services and support, from entertainment and clubs/societies to advice on welfare and academic issues. The Advice and Support Centre, situated on the first floor of the Students' Union, runs a confidential service that is independent from the College. Open 9.30am - 5pm, Monday – Friday, it operates an open door policy exclusively for students during term time. However, during vacation periods students should call to book an appointment. Full details can be found at www.su.rhul.ac.uk/support.

8.6 Psychology Society

The Psychology Society is a Student Union Society that is organised and run entirely by students. The Society has an important social function within the Department, since it organises a number of parties and social gatherings. These include weekly socials during term in which students may go down to Crosslands or Medicine for a couple of drinks. It also arranges one-off events such as festive meals, a trip into London, or a night out at the union. This gives psychology students a chance to get to know other students within the Department. The Society also invites guest speakers to address the Society on topics of interest in Psychology, giving students an opportunity to broaden their interest in psychology. In these optional seminars, guest speakers are invited to discuss a particular topic and students are given an opportunity to actively discuss these relevant issues and topics in psychology with others.

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Information about the Society’s activities is available on the notice boards located outside the Admin Office W214. Feel free to email the Psychology Society president, secretary, or treasurer to ask what’s going on (contact information is available on the link to the Psychology Society from the student intranet) http://www.pc.rhul.ac.uk/Student_Intranet/PsychologySociety.asp

8.7 British Psychological Society

We highlighted in section 4.2 that our single honours Psychology programmes are accredited by the British Psychology Society (BPS) for the Graduate Basis for Chartered Membership (GBC). In addition to GBC, many of our undergraduate students become student members of the BPS. Becoming a student member of the BPS and registering for GBC following graduation (subject to achieving a 2:2 minimum degree classification and passing PS3200) has many benefits, as outlined below. The BPS (formed in 1901) is the learned society and professional body for psychology and psychologists in the UK. They are responsible for the development, promotion and application of psychology for the public good. The aims of the organisation are multifaceted and include: making psychology accessible to all; promoting and advancing the discipline; supporting professional and career development; and ensuring the highest standards in the discipline. Student membership of the British Psychological Society As a student studying on a BPS accredited psychology degree you are eligible for student membership of the BPS. As a Student Member you get: • automatic membership of the Society’s Student Member Group

(SMG) • The Psychologist magazine every month, with the chance to

write for ‘New Voices’ and win free membership • PsychTalk, a newsletter written by students • exclusive discounts to books, journals and events • the chance to transfer to graduate membership free of charge

after completing your undergraduate degree or conversion course

• recognition of belonging to a professional body, with the chance to join divisions and other groups

• access to a range of high street discounts and offers. Further details and an application form can be obtained at: http://www.bps.org.uk/what-we-do/membership/student-member/student-member

8.8 Careers and Employability

The College has a careers advisory service, which is part of the London Careers Group. The RHUL Centre is in the Horton Building, which is open to any student during normal College hours. http://www.rhul.ac.uk/careers/home.aspx

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You need to start thinking about your future career options from the word ‘go’. If you leave it until after graduation, you will be too late to take advantage of the many services available to you, free of charge, at Royal Holloway, University of London. Dr Szonya Durant (Department of Psychology) works closely with Emma Baker(Careers Service Psychology Contact) to provide a series of seminars and practical sessions to meet the needs of Psychology undergraduates. The aim of the Careers Service and associated seminar series in the Psychology Department is to provide students with: • Advice about how to use their time at University to become

more marketable to employers • Skills in preparation of a curriculum vitae (CV), making

applications, and attending interviews • Ideas about how to use their degree and transferable skills to

embark upon a career • Insights into what it is like to work in a range of fields and jobs • Information about a range of careers and how to get into them • Information about training courses relevant to particular careers

These aims are achieved in a number of ways – attendance at Psychology Department Seminars and Careers Service events is highly recommended. More information is available on the Psychology Careers and Employability Moodle webpage and on the careers service webpage. Volunteering opportunities and The Royal Holloway Passport scheme During the course of your degree you will have the chance of volunteering in charities relevant to your future career and also within the Department. These opportunities will be emailed and advertised on the Careers and Employability Moodle page (see below) and can form part of your co-curricular Royal Holloway passport. Further volunteering opportunities can be found by registering with the college-wide volunteering group Community Action: http://www.rhul.ac.uk/volunteering The Royal Holloway Passport Award enables students to collect points for a range of co-curricular activities on offer at the College. • http://www.pc.rhul.ac.uk/Student_Intranet/PsychologySociety.a

sp • Learn how to sell yourself in a competitive job market • Receive a Passport Award certificate and celebrate your

achievements • Gain recognition for the difference you make in College and

local communities For further information see: http://www.rhul.ac.uk/studyhere/royalhollowaypassportaward.aspx

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Placements linked to third year courses We offer third year courses that have a placement component. This may be voluntary work experience in a company/organization or in the Department over the summer before the third year or part time during term. Placement applications are selected based on set criteria that will depend on each course and will be advertised by email and on the Careers and Employability Moodle webpage (see below).

Careers and Employability Talks in the Psychology department There are one-hour careers and employability sessions on Tuesdays at 1pm in Terms 1 and 2, approximately every 2 weeks (for the schedule of talks please see the Careers and Employability Moodle webpage). Years 2 and 3 Psychology undergraduates are welcome. The series will include sessions on:

• What do graduate psychologists do? Recognising and using

your expertise and skills. • Careers in Psychology – talks from people working in

professional Psychology careers - what the work involves and how to get into that line of work. Useful tips for potential applicants. These can help you to decide what you do not want to do, as well as what you might like to do. Either way, you should find them useful.

Second years:

We offer you the following additional sessions: • Interactive session on CV and application forms; • Session on how to get work experience to enhance your CV.

Finalists: ‘Meet Our Grads’ Event This annual event is for Psychology finalists in Term 1. This year, it’s on Thursday 16th October 2014, 5.30 – 8:00pm in the Moore Building. This is a social event at which recent graduates from our Psychology Department will be talking to finalists about their working life and career choice. In common with Psychology graduates across the UK, many are working in jobs that are graduate jobs that are psychology-informed but not directly psychology-related, which means that you will be able to see how the marketable skills gained during a psychology degree are applicable to a wide range of employment environments. Please note that this event is:

• Highly recommended and an essential part of your employability preparation;

• Just for Psychology 2nd and 3rd years – and we hope that you will come along after you graduate to tell others about your progress;

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• You will also be offered a special preparatory “How to Network” session.

Finalists will also be particularly interested in opportunities provided by the Careers Service to practice their application and interview skills. Written information

Information received about current vacancies and Careers Service events will be emailed to you and information will also be available via the Psychology Careers and Employability page on Moodle. The Psychology Careers and Employability page will also provide a link to the Psychology Careers and Employability Forum, where students can exchange ideas/information on useful work experiences, CV/interview tips, career options, etc. In addition, students are encouraged to attend open talks run by the Careers Service; details about these are on the RHUL Careers Service webpage.

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8.9 Student Prizes

There are several prizes available to students of the Department. For most of these awards, it is not necessary for students to actually enter, as the winner is determined by the Department on the strength of the winner’s academic record. Most prizes are awarded at the Examiners’ Meeting in mid-June each year. Vera Doniach Prize Awarded annually by the Academic Board, on the nomination of the Head of the Department of Psychology, to a Second Year student for excellent work. Beatrice Edgell Memorial Prize Awarded annually by the Academic Board, on the nomination of the Head of the Department of Psychology, to a student or a graduate engaged in research in Psychology. Dorothy Farrar Essay Prize Awarded annually by the Academic Board, on the nomination of the Head of the Department of Psychology, to a student in the Department of Psychology for the best essay on a topic chosen in the general area of Psychology applied to the Arts, to be submitted by the first day of the Exam Term. This prize is usually awarded to an outstanding dissertation. Dorothy Farrar Research Prize Awarded annually by the Academic Board, on the nomination of the Head of the Department of Psychology, to the undergraduate student in the Department of Psychology who has produced an outstanding research project. The Jack Westaway Memorial Prize Awarded annually, on the recommendation of the Head of the Department of Psychology, to the undergraduate student who has either made the most outstanding progress or for an exceptional piece of work or presentation made in the final year of study. College Scholarships and Prizes

A large number of scholarships, prizes, and other awards are available exclusively to Royal Holloway students, many provided from endowment funds set up by early benefactors of Royal Holloway and Bedford Colleges. Undergraduate prizes, which vary between £10 and £250, are awarded for academic and non-academic achievement. Some awards are in the form of travel bursaries, some are linked to exchange schemes abroad, and some may help to finance postgraduate study or professional training. The awards are advertised at the appropriate time.

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Murgoci Prize in Science Awarded by the Academic Board, on the nomination of the Faculty of Science, to the best student in Science at the end of his or her First Year. The prize is currently a £100 book token. Driver Prize and Bursaries Awarded annually to each academic Department for award to students as prizes or for travel or for some project approved by the Head of the Department. Driver prizes are awarded for work done as part of the course or on the result of such other special test as the Department may decide. Martin Holloway Prizes Two prizes are awarded annually to single honours students, one in the Faculties of Arts & Music and one in the Faculty of Science, to the best and most efficient students with regard to academic and intellectual distinction. Harrison Prizes Three prizes, to be spent on books, are awarded annually, one in the Faculties of Arts and Music and two in the Faculty of Science, to students who have completed a Joint or Combined Subjects Degree Examination in the year of award. Each prize is currently a £100 book token. Lillian Heather Prizes Three prizes are awarded, one in a biological science (to include psychology) and two in the physical and mathematical sciences, for students whose work in the first year of attendance at BSc classes is excellent. The prizes are currently £50 book tokens. External Prizes British Psychological Society (BPS) Prize The BPS Undergraduate Award is to be presented to the best performing student at each accredited institution. The winning student will receive a certificate, a book, and also one year’s free Graduate Membership of the BPS. Experimental Psychology Society (EPS) Prize The Sub Board of Examiners may nominate a third year project for the EPS Prize. The purpose of the award is to give public recognition to the excellent scientific work being supported and carried out by able undergraduates within psychology departments. Nominated projects should be experimental studies such as might be eligible for publication in the Quarterly Journal of Experimental Psychology.

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8.10 Non-academic policies Please see the Codes and Regulations webpage http://www.rhul.ac.uk/ecampus/onlinestudenthandbook.aspx which includes information on non-academic policies, regulations, and codes of practice as well as the Student Charter. http://www.rhul.ac.uk/aboutus/governancematters/studentcharter.aspx

8.11 Complaints and academic appeals procedure If you have a complaint relating to any aspect of the Department or its staff or to any academic or College matter, you should first discuss it informally with your Personal Advisor or with another member of staff in the Department. We would hope that the majority of issues of this kind can be resolved by informal discussion. There are, however, procedures that can be invoked in serious cases. These are set out in the College Complaints Procedures for students http://www.rhul.ac.uk/ecampus/academicsupport/complaints/complaints.aspx

You should raise your complaint as soon as possible. If the complaint concerns an academic decision, there is an academic appeals process. Please note that an academic appeal can only be submitted once you have received your results via the College portal. Details of the appeals procedures and permitted grounds for appeal can be found on the following webpage http://www.rhul.ac.uk/ecampus/academicsupport/academicappealsandcollegecomplaints.aspx

9 Health and Safety Information

The Department is committed to ensuring the safety, health, and welfare of all staff, students, and visitors. You are expected to adhere to the following safety policy whenever you are in the Department. Working hours Normal working hours are 9.00am to 6.00pm Monday to Friday all year except when the College is closed for Public holidays and discretionary days. Dates of departmental closure can be found on the student intranet. The doors to the buildings will be automatically opened at 7.00am and automatically locked at 7.00pm weekdays with the exception of College closure days. Undergraduates may only remain in the Department out of hours if they are visiting a member of staff or postgraduate Tutor. No experiments may be carried out outside of normal working hours unless their supervisor is present in the department.

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9.1 Code of practice on harassment for students This can be found on the student home pages under codes and regulations http://www.rhul.ac.uk/ecampus/onlinestudenthandbook.aspx

9.2 Lone working policy and procedures

The College has a ‘Lone Working Policy and Procedure’ that can be found at: http://www.rhul.ac.uk/iquad/documents/pdf/healthandsafety/loneworkingpolicy2010.pdf Lone working is defined as working during either normal working hours at an isolated location within the normal workplace or when working outside of normal hours.

• Lone working is permitted, but it is good practice to ensure that a second person is aware of the first person’s location and that they have access to means of communication.

• It is recommended that the second person could be a relative/friend who knows where the first person is located and approximate time of return. Relevant details should be exchanged (e.g. campus number and security telephone number).

• Inspections/risk assessments of the work area are by the Departmental Health and Safety Coordinator to ensure that hazards have been identified, risks controlled and provisions for emergencies are in place (e.g. escape routes open, firefighting equipment, first aid etc.).

• Any out of hours or weekend working needs to be reported to College Security Office extension 3063 stating name, location and duration of stay.

• No lone working is to be undertaken in any Laboratory Lab space before all appropriate training is provided by the member of Academic staff responsible for the Lab Space, which will be determined by their specialist knowledge of the equipment contained in the Lab and the risk assessment provided for that specific Lab. The risk assessment in the Lab must be read, understood and the controls in place adhered to. If you have any concerns or do not understand anything on the risk assessment, please contact the supervising member of staff or a departmental Health and safety co-ordinator.

Any health and safety concerns should be brought to the attention of the Departmental Health and Safety Coordinator, Mark Wells, mark.wells@rhul.ac.uk, W118a, telephone 01784 443525 or the College Health and Safety Office.

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It is likely that most activities will take place on College premises. However, the principles contained in the above section will apply to students undertaking duties off campus.

9.3 Specialist equipment

Research students may only use test material with the written permission of a member of the academic staff and for a purpose connected with the student's course of work or supervised research. The member of staff who gives permission is responsible for seeing that the tests are used properly and that use of equipment is not undertaken until appropriate training has been completed. Should equipment develop a fault, switch it off and notify the resources technician or any of the workshop staff. No attempt should be made to dismantle or repair faulty equipment.

9.4 Fire Safety

Posters or notices should not be stuck over the glass panels on smoke/fire doors in corridors. Fire doors should not be wedged open under any circumstances. Fire extinguishers should not be removed from their mounting except in the event of a fire or obstructions placed in front of them to inhibit accessibility. Fire extinguishers should not be used to prop open doors. In the event of discovering a fire, the nearest red call point should be activated. Do not attempt to tackle the fire yourself. The department has weekly fire alarm tests which are carried out at 9.45am every Wednesday and last for a few seconds. If the fire alarms sound at any other time except during a test, you must vacate the building immediately and assemble at the meeting point between the Queens and John Bowyer buildings. You must not re-enter the building until instructed to do so by the fire Marshals.

9.5 Accidents

All accidents and incidents must be reported to the Health and Safety Coordinators (Mark Wells or Philip Roberts). They will then complete the accident report form. Please refer to http://www.rhul.ac.uk/ecampus/documents/pdf/codesandregulations/healthsafety.pdf for the official college policy.

9.6 Departmental Smoking Policy

In line with British Law, there is no smoking allowed in any of the Psychology department buildings. Smoking is only allowed in designated areas which are a minimum of 5 meters away from the building. It is the responsibility of the smoker to ensure that smoke does not enter any building.

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For more information on the University’s smoking policy and procedure, go to http://www.rhul.ac.uk/ecampus/documents/pdf/codesandregulations/healthsafety.pdf

9.7 Children and young persons on campus

Children and young persons are only allowed on the campus if accompanied by a responsible adult and must remain with the adult at all times during their stay on the premises.

9.8 New and expectant mothers

New and expectant mothers are advised to consult their Personal Advisors at the earliest opportunity. Once written notification has been received by the Operations Manager, a pregnancy risk assessment will be performed. Advice on health and safety can be obtained from Mark Wells.

9.9 Manual handling

Only persons who have been trained may perform a manual handling task for heavy items. If you require any manual handling to be performed, contact a member of the technical staff or request the college porters. This task must be first risk assessed to evaluate whether training is required. For more information on the University’s Manual handling policy and procedure, go to http://www.rhul.ac.uk/iquad/collegepolicies/documents/pdf/healthandsafety/manualhandlingpolicy.pdf.

9.10 First Aiders & Fire Wardens

The following members of staff are qualified to provide First Aid:

• Phillip Roberts Wolfson Room 118 Extension 3599

If you cannot contact any of the above people for first aid assistance you should contact security on the numbers provided at the end of this section of the handbook.

The following staff members act as Fire Wardens:

First floor: Mary Atkins and Mark Wells Second floor: TBC Third floor: Philip Roberts

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9.11 Further information

Further information on Health and safety issues can be found on the Psychology Student intranet. Under Section 7 of the Health & Safety at Work Act 1974 staff and students must take reasonable care for the health and safety of themselves and other persons who may be affected by their acts or omissions, and must co-operate in implementing the department's safety practice. Good safety practice is the responsibility of all.

9.12 Security

If you need to contact Security at any time, the main office can be found in the Founders building, opposite the main reception. From an internal landline, security can be contacted on Ext. 3063 or 01784 443063 form a mobile phone. In case of an emergency Security can be contacted on Ext 444 from an internal landline or 01784 443888. You are strongly advised to enter these numbers into your mobile phones.

10 Equal Opportunities Statement and College Codes of Practice

10.1 Equal opportunities statement

The University of London was established to provide education on the basis of merit above and without regard to race, creed or political belief and was the first university in the United Kingdom to admit women to its degrees. Royal Holloway, University of London (hereafter 'the College') is proud to continue this tradition, and to commit itself to equality of opportunity in employment, admissions and in its teaching, learning and research activities. The College is committed to ensure that; • all staff, students, applicants for employment or study, visitors and

other persons in contact with the College are treated fairly, have equality of opportunity and do not suffer disadvantage on the basis of race, nationality, ethnic origin, gender, age, marital or parental status, dependants, disability, sexual orientation, religion, political belief or social origins

• both existing staff and students, as well as, applicants for employment or admission are treated fairly and individuals are judged solely on merit and by reference to their skills, abilities qualifications, aptitude and potential

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• it puts in place appropriate measures to eliminate discrimination and to promote equality of opportunity

• teaching, learning and research are free from all forms of discrimination and continually provide equality of opportunity

• all staff, students and visitors are aware of the Equal Opportunities Statement through College publicity material

• it creates a positive, inclusive atmosphere, based on respect for diversity within the College

• it conforms to all provisions as laid out in legislation promoting equality of opportunity.

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Appendix 1 – Staff Contact Details

All general queries should firstly be directed to the Administration Team who are located on level 2, room W214 of the Wolfson Building. For contacting staff from outside the College, directly by phone prefix the extension with: (01784) 44 − for extensions starting with 3. prefix the extension with: (01784) 41 – for extensions starting with 4. prefix the extension with: (01784) 27 – for extensions starting with 6. Building abbreviations W = Wolfson, BA = Bourne Annex, B = Bourne, 1 – xx = Bowyer Building

Most academic staff are located in the Wolfson building. Rooms with the prefix 1 are located on the ground floor; rooms starting with 2 are on the first floor and so on. Please avoid visiting members of staff without making a prior appointment accept during their advertised office hours.

Academic Staff Ext Room E-Mail

Dr Anat Bardi MSc Programme Director and MSc Course Coordinator

3524 W228 anat.bardi@rhul.ac.uk

Psychology in Applied Settings and Adjustment and Well-Being

Advanced Techniques in Social & Behavioural Research

Dr Victoria Bourne 4019 W251 victoria.bourne@rhul.ac.uk

Dr Marco Cinnirella 3531 W231 m.cinnirella@rhul.ac.uk

Dr Polly Dalton 3516 W248 polly.dalton@rhul.ac.uk

Dr Anna Doering 3530 W129 anna.doering@rhul.ac.uk

Dr Szonya Durant 6522 W245 szonya.durant@rhul.ac.uk

Dr Ertimiss Eshkevari 3530 W129 ertimiss.eshkevari@rhul.ac.uk

Dr Nick Furl 4390 W343/3 Nicolas.Furl@rhul.ac.uk

Dr Scott Glover 3719 W112 scott.glover@rhul.ac.uk

Dr Stephen Hammett 3702 W117 s.hammett@rhul.ac.uk

Dr Robert Hughes (Rob) 3280 W247 rob.hughes@rhul.ac.uk

Dr Alana James 4055 W239 alana.james@rhul.ac.uk

Dr Jonas Larsson 4061 W115 jonas.larsson@rhul.ac.uk

Professor Patrick Leman Head of Department 4406 W220 patrick.leman@rhul.ac.uk

Dr Carolyn McGettigan 3529 W111 carolyn.McGettigan@rhul.ac.uk

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Dr Ryan McKay 4993 W235 ryan.mckay@rhul.ac.uk

Topics in Psychological Science

Prof Amina Memon Director of Postgraduate Teaching Programmes

6563 W232 amina.memon@rhul.ac.uk

Dr Laura Mickes 3711 W224 laura.mickes@rhul.ac.uk

Statistics for Research

Prof Courtenay Norbury 6139 W343/1 courtenay.norbury@rhul.ac.uk

Professor Tamar Pincus 3523 W222 t.pincus@rhul.ac.uk

Professor Narender Ramnani 3519 W226 n.ramnani@rhul.ac.uk

Professor Kathy Rastle 3716 W342/1 kathy.rastle@rhul.ac.uk

Dr Afsane Riazi Student Support Coordinator

3601 W343/2 afsane.riazi@rhul.ac.uk

Psychology in Applied Settings and Adjustment and Well-Being

Dr Jessie Ricketts TBA TBA Jessie.ricketts@rhul.ac.uk

Dr Catherine Sebastian 6599 W113

catherine.sebastian@rhul.ac.uk Advanced Techniques in Social &

Behavioural Research

Dr Jeanne Shinskey 3520 W250 jeanne.shinskey@rhul.ac.uk

Professor Andy Smith 3717 W237 a.t.smith@rhul.ac.uk

Professor Manos Tsakiris 6266 W116 manos.tsakiris@rhul.ac.uk

Professor Robin Walker 3518 W244 robin.walker@rhul.ac.uk

Professor John Wann 6177 BL212 j.p.wann@rhul.ac.uk

Dr Dawn Watling 3706 W218 dawn.watling@rhul.ac.uk

Dr Hanna Zagefka MSc Course Coordinator

3715 W114 hanna.zagefka@rhul.ac.uk Multicultural Existence, Social Identity in Organisations and Research Project Professor Johannes Zanker 3521 W246 j.zanker@rhul.ac.uk

Administration Team Extn No Room No E-Mail Carol Blackman Postgraduates 3528 W214 Carol.Blackman@rhul.ac.uk

Sharon Clutterbuck Undergraduates 3526 W214

Sharon.Clutterbuck@rhul.ac.uk

Jen Lutley Undergraduates 6293 W214 Jennifer.Lutley@rhul.ac.uk

Vanessa Law Senior Faculty Administrator 3598 W217 Vanessa.Law@rhul.ac.uk

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Research Demonstrators/Teaching Associates Ext Room Email

Ms Rebecca Lucas 3914 W140 rebecca.lucas@rhul.ac.uk

Mrs Danijela Serbic 3913 W140 danijela.serbic@rhul.ac.uk

Dr Jacqueline Stephen 4648 W140 jacqueline.stephen@rhul.ac.uk

RESEARCH STAFF Ext Room Email

Dr Georgios Argyropoulos 4368 B107 georgios.argyropoulos@rhul.ac.uk

Dr Trefor Aspden 3530 W236 trefor.aspden@rhul.ac.uk

Dr Amanda Bittencourt-Hewitt 3704 W223 Amanda.Bittencourt-Hewitt@rhul.ac.uk

Dr Benedetto de Martino 4368 B107 benedetto.deMartino@rhul.ac.uk

Dr Michele Furlan 4368 B107 michele.furlan@rhul.ac.uk

Dr Debbie Gooch 3704 W223 debbie.gooch@rhul.ac.uk

Dr Lara Maister 6551 W344 lara.maister@rhul.ac.uk

Dr Betty Mousikou 4390 W342/3 betty.mousikou@rhul.ac.uk

Dr Miriam O’Driscoll 6548 W236 miriam.odriscoll@rhul.ac.uk

Dr Francesca Pizzorni Ferrarese 4368 B107 Francesca.PizzorniFerrarese@rhul.ac.uk

Dr Jasmin Sadat 4390 W342/3 jasmin.sadat@rhul.ac.uk

Dr Alex Sel 6551 W344 alex.sel@rhul.ac.uk

Dr Jakke Tamminen 4390 W342/3 jakke.tamminen@rhul.ac.uk

Technical & Operations Staff Ext Room E-Mail Mary Atkins Resources 6323 Reception m.atkins@rhul.ac.uk

Ari Lingeswaran MRI technician 4429 B108 ari.lingeswaran@rhul.ac.uk

Abu Obaidah Assistant IT technician 3527 W119 abu.obaidah@rhul.ac.uk

Philip Roberts Resources & research 3707 W118 p.roberts@rhul.ac.uk

Karsten Jackson IT Manager 3700 W119 Karsten.jackson@rhul.ac.uk

Mark Wells Operations, Audio Visual and Health & Safety Officer 3525/3599 W118a mark.wells@rhul.ac.uk

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Clinical Doctorate Academic Staff Ext Room Email Dr Gary Brown 4330 Jan-15 gary.brown@rhul.ac.uk

Dr Caroline Danchin 3712 Jan-19 caroline.danchin@rhul.ac.uk

Dr Lyn Ellett 4049 Jan-13 lyn.ellett@rhul.ac.uk

Dr Michael Evangeli 6339 01-Jan michael.evangeli@rhul.ac.uk

Dr Simone Fox 3600 Jan-14 simone.fox@rhul.ac.uk

Dr Jess Kingston 4105 01-Feb jessica.kingston@rhul.ac.uk

Professor Dawn Langdon 3956 01-Apr d.langdon@rhul.ac.uk

Dr Olga Luzon 3712 Jan-19 olga.luzon@rhul.ac.uk

Prof Andy MacLeod 3522 Jan-17 a.macleod@rhul.ac.uk

Dr Tamsin Owen 6533 01-Jun tamsin.owen@rhul.ac.uk

Dr Helen Pote 4236 01-Mar h.pote@rhul.ac.uk

Dr Kate Theodore 4303 Jan-18 kate.theodore@rhul.ac.uk

Dr Abigail Wroe 6532 01-Jul abigail.wroe@rhul.ac.uk

Clinical Doctorate Administration Team Ext Room Email

Annette Lock 4388 01-May annette.lock@rhul.ac.uk

Stephanie Mundy 4636 01-May stephanie.mundy@rhul.ac.uk

Michelle Watson 4388 01-May michelle.watson@rhul.ac.uk

Susan Waud 3851 01-May susan.waud@rhul.ac.uk

A list of staff names and contact details is also available on the department web pages http://www.pc.rhul.ac.uk/web/About_us/staff_directory.asp

Staff office hours can be found by clicking on the following link http://www.pc.rhul.ac.uk/student_intranet/staff_diaries/StaffStu_Meeting.asp

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Appendix 2 - Academic Staff Research Interests Professors Dawn Langdon MA (Oxford), MPhil, PhD (London), CPsychol, AFBPS Psychological aspects of MS, including effects of medication, mood, cognitive dysfunction and fMRI studies of cognition. Effective communication of benefits and risks of medication. Measurement and models of reasoning and memory. Patrick Leman MA (Oxford), PhD (Cambridge) Developmental social psychology, especially children’s relationships and social identities such as ethnicity and gender, social interaction and socio-moral development; social, educational and developmental aspects of gender and ethnicity. Andrew MacLeod MA (Aberdeen), PhD (Cambridge), Dip.Clin.Psychol. Future-directed thinking and its relationship to well-being and emotional disorders. Conceptual issues in well-being. Brief, positive, future-focused interventions to enhance well-being and reduce distress. Amina Memon BSc (Lond) PhD (Nott) CPsychol FBPsS Cognitive and social influences on memory accuracy especially eyewitness memory. Episodic simulation of future events. The development of false memories and false intentions. Face recognition. Cues to deception and assessment of witness credibility. Investigative interviewing to reduce memory error and improve report accuracy. Courtenay Norbury BA (New Mexico), MSc (London), DPhil (Oxford) Typical and atypical language development; developmental disorders including autism, specific language impairment, and reading disorders; understanding co-morbidity in developmental disorders; use of eye-tracking to investigate language and social processing. Tamar Pincus MSc (UCL), M.Phil (Cambridge), PhD (UCL) Cognitive processes in chronic pain patients; information processing biases, such as recall, interpretation and attention bias towards pain and illness-related material, and the relationship between such biases and the development of disability (or chronicity). Measurement quality, and selection of appropriate outcome measures. Clinical trials of psychological interventions for pain, and the study of the relationship between practitioners and patients. The use of technology in health care setting, and especially moving rehabilitation into patients’ homes. Narender Ramnani BSc (Birkbeck, London), MSc (IoP), PhD (UCL) 1. Neuroimaging methods for studying the evolution, structure and function of the brain. 2. The cognitive neuroscience of cognition, action and decision-making. More specifically: (i) Interactions between areas in the cortico-cerebellar system that support the acquisition of cognitive and motor skills (ii) the processing of error feedback and reward (iii) the social cognition of action (vi) The evolution of the cortico-cerebellar system.

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Kathleen Rastle BA (California), PhD (Sydney) Language processing, especially visual word recognition, speech production, the perception- production relationship, and bilingual or bialphabetic reading; computational modelling of language processes. Andrew T. Smith BSc (Durham), MSc (Queensland), PhD (Keele) The sense systems, particularly vision. Studies of the organization of the human visual cortex using functional magnetic resonance imaging (fMRI), particularly the processing of image motion. Imaging studies of the role of sub-cortical structures in visual processing. Psychophysical studies of low-level visual processing. Manos Tsakiris BSc (Athens); MSc Philosophy of Mental Disorder (London); MSc Cognitive Neuropsychology (London); PhD (London). The neurocognitive processes that underpin our sense of self-identity in action and body-perception; self-recognition, body-image, body-awareness and multisensory integration; action awareness and sensorimotor integration. Methods: psychophysics, fMRI, TMS Robin Walker BSc (Newcastle), PhD (Durham) Investigations into visuo-motor control focusing on the human eye movement system. Transcranial magnetic stimulation (TMS) and functional imaging studies of the cortical system involved in visuo-motor control. Eccentric viewing and macular degeneration.

John Wann BA (Leeds), MPEd (W. Australia), PhD (Cambridge) Visual-motor control in high level skills and children with disorders: Judging collisions and controlling steering (including fMRI); Co-ordination Disorders in Children; Perceptual skills of the ageing car driver; Movement recovery following stroke. The design of virtual environment systems and tele-operative environments. Johannes Zanker Diplom (Tübingen), PhD, Higher Doctorate (Tübingen) Visual perception, eye movements and visual arts. Psychophysics and computational modelling of the human visual system. Comparative aspects of motion vision and navigation in biological and artificial sensory systems. “Image deformations perceived in Age-rellated Macular Degeneratyion (AMD). Experimantal aesthetics” – how can we study a subjective experience as individual as the sense of beauty with objective, scientific, and computational methods? Readers Anat Bardi BA, PhD (Hebrew University of Jerusalem) Personal values (what is important in the lives of a person), their change and their effects. Value conflict. Cultural values (what is important in a culture) and their effects. Hanna Zagefka MSc, PhD (Kent) The social psychology of social identity and intergroup relations, particularly in relation to ethnic minorities and donations/prosocial behaviour.

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Senior Lecturers Victoria Bourne BA, DPhil (Sussex) Lateralisation for the processing of facial expressions of emotion. In particular individual differences (e.g., sex differences, depression, anxiety) and hormonal exposure (e.g., prenatal influences, changes during pregnancy). Understanding and alleviating anxiety about statistics in psychology students. Gary Brown BA, MSc (Pennsylvania), PhD (UCLA), CPsychol Development of novel and more realistic (non-questionnaire and non-laboratory) methods of tapping into cognitive processes implicated in emotional problems. Focus on judgments and decisions involved in the development and maintenance of problematic views of experience. Identification of mechanisms of worsening and improvement. Marco Cinnirella BSc, PhD (London) National identity and patriotism; ethnic identity and multiculturalism, especially among British South Asians; social psychology of European integration; prejudice (especially Islamophobia in the UK); consumer behaviour (especially advertising effectiveness); identity and self in online environments. Polly Dalton BA (Oxford), PhD (London) Selective attention in vision, hearing and touch. The relationship between voluntary and involuntary control of attention. The role of working memory in successful selective attention. Szonya Durant MSci, PhD (London) The study of the mechanisms of human visual perception using psychophysical, computational and functional magnetic resonance imaging (fMRI) methods. In particular the dynamics and interaction of different visual modalities. Lyn Ellett BSc, PhD (Exon), DCLinPsy (Lond) Psychological theory and therapy for psychosis, with an emphasis on delusional beliefs; psychological understanding of non-clinical paranoid ideation; the use of mindfulness with individuals with psychosis Michael Evangeli MA (Oxford), MSc (LSHTM), ClinPsyD (Birmingham), CPsychol 1. HIV/STI prevention and behaviour change interventions. 2.Psychological elements to individuals’ engagement with HIV care. 3. Well-being and adjustment in HIV. 4. HIV disclosure. Simone Fox BSc (Bristol), DClinPsy (Royal Holloway, University of London) The development of conduct disorder and antisocial behaviour, youth offending, violence, anger management, mentally disordered offenders and crime. Multisystemic therapy and other evidence based interventions for young people with antisocial and aggressive behaviour. Psychology and the legal system.

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Scott Glover BSc (Lethbridge), PhD (Alberta) Cognitive neuroscience of action. Planning versus on-line control of action, in particular with regards to the relevant neural circuitry underlying planning and control. Effects of visual illusions and semantics on motor control and motor imagery. Transcranial magnetic stimulation, brain imaging, and neuropsychology. Evolution of brain structures involved in action. Stephen Hammett BSc, PhD (Cardiff) Visual psychophysics, computational models of vision, spatial vision, motion processing. Audio-visual interactions. Rob Hughes BSc (Royal Holloway, London), PhD (Cardiff) Selective attention, particularly the mechanisms underpinning various forms of auditory distraction and the cognitive control of such distraction. Short-term sequence memory and longer-term sequence learning, particularly the role of ‘peripheral’ perceptual and motor processes in putatively memorial performance. Carolyn McGettigan BA MA (Cambridge), PhD (London) Cognitive neuroscience of human vocal communication, including the perception and production of speech, emotional vocalizations and vocal identity. Specific interest in the neural and cognitive correlates of individual differences in speech/voice perception, the perception of audiovisual speech and emotion, and the role of the human voice as a social signal. Methods: signal processing, acoustic-phonetic analysis, behavioural testing (psychophysics, cognitive psychology), neuroimaging (fMRI, MEG). Ryan McKay MClinPsych, PhD (Macquarie University) Irrational beliefs and behaviour, e.g., delusions, self-deception, and certain "ritualistic" practices. Another key interest is the relationship between religion and morality. Laura Mickes BA (California State University, Los Angeles), MA (University of California, San Diego), PhD (University of California, San Diego) Signal detection and dual process theories of recognition memory; eyewitness memory; mechanisms of memory for social information; gender stereotypes on humour production; and replicability of menstrual cycle shift effects on attitudes and preferences. Helen Pote BSc, MSc (London), CPsychol Systemic assessments and interventions for children and families especially where one member of the family has a learning disability. Therapy process and outcome research particularly in relation to systemic therapies. Manualised therapies and the development of systemic family therapy manuals for research and training. Parenting and its relationship to emotional and behavioural outcomes for children. Afsane Riazi BSc, PhD (London) CPsychol, AFBPsS Development and evaluation of health-related quality of life measures and psychological interventions in people with chronic conditions; self-efficacy and health; psychological stress and chronic illness.

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Catherine Sebastian BA, MSc (Oxford), PhD (London) Developmental cognitive neuroscience, with a focus on emotion processing, emotion regulation, and social cognition during adolescence. Neurocognitive mechanisms in adolescents with social, emotional and behavioural difficulties, particularly aggression and conduct problems. Dawn Watling MSc, DPhil (Sussex) Development of children's understanding of self-presentation; the social, cognitive, and affective factors related to children's positive and negative peer relationships; development of emotion recognition and understanding. Lecturers

Anna Doering Diplom, PhD (Münster) Development of values and motivational goals in childhood and adolescence. In particular how values change over time, through significant life experiences, and in the social context (family, culture, etc.). Personality assessment at an early age. Ertimiss Eshkevari BPsych (Hons) (Adelaide University), Clinical Psychology PhD (Australian National University), CPsychol. Eating disorders and body image. In particular body perception in eating disorders and its relationship with clinical features of the disorder (e.g., body dissatisfaction and problems in emotional functioning). Nicholas Furl BA (Illinois), Msc, Ph.D. (Texas) Social perception and decision making, with an emphasis on hierarchical brain mechanisms, face perception and brain imaging data analysis. Alana James MA (Edinburgh), MSc (York), PhD (London) Social and emotional development in childhood, particularly peer relationships; peer support interventions in educational settings; bullying and anti-bullying interventions; conflict resolution in adolescence; parenting and family relationships; parenting interventions. Jessica Kingston BSc, MSc, PhD (Southampton & DHUFT), DClinPsy (RHUL) Acceptance and Commitment Therapy and Mindfulness-based approaches to psychological difficulties, with a particular interest in enduring mental health diffiuclties (e.g., recurrent mental health difficulties, psychosis, chronic pain), paranoia and analogue research. Jonas Larsson MSc (Stockholm/Uppsala), PhD (Karolinska Institute) Mechanisms of early and intermediate vision; invariant shape recognition; human visual cortical organization; models of visual processing; neuroimaging methods (particularly fMRI). Olga Luzon BSc (UAM), DClinPsy (RHUL) Cognitive and behavioural processes of anxiety disorders and psychosis. In particular, the role of moral reasoning in obsessive-compulsive disorders, interoceptive awareness in body dysmorphic disorders, and the role of heightened sensitivity in maintaining distress and positive symptoms of psychosis.

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Tamsin Owen BSc (Leeds), DClinPsy (RHUL) Paediatric neuropsychology, in particular, children and young people with movement disorders. Mindfulness-based approaches for children and adolescents. Jeanne Shinskey BA (Providence), MSc, PhD (Massachusetts) Cognitive development in infancy and early childhood. Constructivist perspectives suggesting that knowledge gradually increases and strengthens with experience. The development of object representations in infancy, including the concept of object permanence – the knowledge that objects continue to exist when no longer perceived. The development of numerical knowledge in infancy and early childhood. The development of pictorial competence – perceiving and understanding pictures. Kate Theodore BSc (RHUL), DClinPsy (RHUL) Adults with learning disabilities, particularly in the areas of relationships, sexuality and people with learning disabilities who are parents; young people with learning disabilities in transition from childhood to adulthood; people with profound and multiple learning disabilities; Autism Spectrum Conditions. Service user and carer involvement in clinical psychology services and training. Abigail Wroe BA MA (Oxon), DPhil (Oxon), C. Psychol. Clinical, C. Psychol. Health Obsessive Compulsive Disorder (OCD): the role of responsibility beliefs and omission bias; and postnatal OCD. Health Psychology: decision making in health; the role of omission bias; how patients can be helped in medical decision making; relationship between factors such as decision making and illness beliefs, and outcome measures such as satisfaction with treatment, adjustment issues and adherence. Medical decisions include decisions about predictive testing, vaccinations, treatment options and adherence to medical regimens. Emeritus Professors Bernice Andrews BA, PhD (Lond), CPsychol, FBPsS Psychosocial and cognitive-affective factors in Depression, eating disorders and PTSD. Michael W. Eysenck BA, PhD (Lond), CPsychol, AFBPsS Cognitive factors in anxiety, including clinical anxiety and implications for therapy. Memory functioning and attentional mechanisms. Personality and mood. Modular approaches to trait anxiety. Elaine Funnell PhD (Reading), CPsychol, AFBPsS Cognitive neuropsychology of language: theory and practice. Acquired and developmental disorders of reading, spelling, listening and speaking in adults and children. Also disorders of semantic memory and executive control. Longitudinal studies of the breakdown of language in dementia.

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Catherine M Loewenthal BSc, PhD (Lond), CPsychol, AFBPsS Religion, culture and mental health; gender; psychology of religion; culture-sensitive health service provision. Elizabeth R Valentine BA, PhD (Lond), CPsychol, FBPsS History and philosophy of psychology. Memory and attentional skills. Musical practice and performance. Emeritus Reader John Wilding MA (Oxon), PhD (Lond), CPsychol Attention in children, including genetic and other disorders, use of computers to measure attentional ability; student learning.

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Appendix 3 – Referencing In Psychology we use the APA style for referencing. This includes both for in text citations and the reference list at the end of your papers. Note that in Psychology we do not include a bibliography (an exception to this would be if this is a part of the assignment). Bibliographies are used as a method of referencing all the sources you have read but not that you have necessarily cited within your essay. As with empirical papers, we wish for you to reference only those sources which you have cited from in your paper within your reference list. Below are some of the key points of APA style referencing both for in text citations and for the reference list. This is not an exhaustive list, but are the types of citations and referencing that you will use most often. For more information you should see the APA Publication Manual, which is available in the library. In text citations When you make a point that involves one or more pieces of literature you have read, you give the authors’ surnames and year of publication next to that point in the text. Depending on the flow of your paragraph, you may wish to do this either in brackets or within the text, as in the following examples. It has been found that the brain is generally white and sticky (Smith, Perkins, & Davis, 2003). Smith, Perkins, and Davis (2003) found that the brain is generally white and sticky. Note in those examples that the ampersand (&) is only used when the authors’ surnames are within the brackets. Also, note the placement of commas between names and before the date. The date is always presented in brackets. The citation is included within the relevant sentence, before the full stop. Round brackets, not square or triangular, are used. The authors’ surnames are presented in the same order as in the article’s header. Depending on the number of authors of the work you are citing, and how many times you are citing it, you may need to include only some of the authors. First citation: The first time you are citing a paper with 1-6 authors you include all of the authors’ surnames in the citation (as in the previous example), but if there were 7 or more authors you would only put the first surname followed by “et al.” Subsequent citations: When you have only 1-2 authors, be sure to cite all authors’ surnames each time you cite the piece of work, followed by the year. When you have 3+ authors, cite the first author’s surname and

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then put “et al.” or “and colleagues”, followed by the year (as in the examples below). … white and sticky (Smith et al., 2007). Smith et al. (2007) found that brains … Smith and colleagues (2007) found that brains … Citing multiple papers to support a point: If you are citing more than one work at a time, the authors’ surnames should be placed in alphabetical order and separated by a semicolon. If you are referring to multiple papers by the same authors, these must be placed in chronological order and separated with a comma. Assign a letter after the year (a, b, c, etc.) to distinguish between them (see example below). Note that you must also have the letter in the reference list at the end. … successful if intrinsically motivated (Lee et al., 2007c; Scott, 1998). … type of motivation influences one’s study strategies (Smith et al., 2006, 2007a, 2007b; Perkins, 1992a; Davis, 1983). Citations from secondary sources: Wherever possible you should try to obtain the original version of any article you wish to refer to in your essay. However, it is not always possible to do so (e.g., the library does not have a hard copy, we don’t have access to the on-line journal, and the author does not have a copy on their website). If you want to reference a piece of research (the primary source) that is itself cited in the text you are reading (the secondary source) then you must refer to both the primary source and the secondary source in your citation (demonstrated below). … if intrinsically motivated (Scott, 1998, as cited in Lee et al., 2007c). Citations for quotes: Wherever possible you should try to paraphrase quotes (i.e., put into your own words). However, if this is not possible, you must always have the reference information, as well as the page number where the quote was found (see below). … “students should focus on understanding material, rather than rote memorisation” (Smith et al., 2008, p. 134). Reference List The reference list appears at the end of your essay or report. It includes

all of

the full reference details for the pieces of work that you have read and cited throughout your paper and is compiled with the first author’s surname in alphabetical order. It does not include articles, books, etc

Used a citation from a secondary source? If you have used this, in the reference page you will only reference the secondary source. You will not reference the primary source, as you did not read this. With the example above, you would provide the full reference for Lee et al. (2007c), with no mention of Scott (1998).

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that you have read but then decided not to include in your paper. It appears at the end of your essay, before any appendices. There is only one list – you do not have a separate list for journals, books, and websites. It is a block of text, double-spaced like the rest of your essay, and bullet points should not be used. Different kinds of work have different styles for referencing them correctly, which will be outlined below. In the examples, pay close attention to the use of punctuation marks, as well as where italics and capital letters are used. For example: Smith, A. N., Perkins, J. K., & Davis, L. (2007). Consistency and colouring of the human brain. Journal of Brainiatrics, 23, 91-102. Note the following important elements: Commas after surnames, blocks of initials, and parts of the volume’s description. Full stops after each initial, after the date, after the title, and after the reference as a whole. Spaces between initials. Brackets around the date and issue number. Italics for the journal name. No capitals for the title, other than the first word or proper nouns (even if they are used in the original paper), and the first word following a colon. Capitals in the journal name. Some of these requirements vary for each element depending on the kind of work you are referencing, so pay close attention to the examples. These small details may seem insignificant and frustrating to get right, but it must be emphasised that they are scrutinised by markers. Note that no matter how many authors wrote a paper, they are all included in the reference list. Refer to the following examples for how to construct each reference correctly. Journal Articles Note that in the following example we have the volume number (24) and the issue number (1). For some journals no issue number is available, and in these cases you will just have the volume number. An issue number is only needed if each issue begins at page 1. Also, note that the volume, like the journal title, is in italics, while the issue number is not. Smith, A. B., & Clark, E. (1995). Unlimited thinking. Cognitive Psychology, 24(1), 9-15. Books Note that in the following example we have the edition number. This is

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only required when there is more than one edition. Berkowitz, L. (1980). A survey of social psychology (3rd ed.). New York: Holt. Book chapter Jones, B., Brookes, C. B., & Smith, A. L. (1992). Problem patients. In Psychotherapy research (Vol. 2, pp. 34-55). Springfield, IL: Erlbaum. Edited book Wall, T. D. (Ed.). (1987). The human side of manufacturing technology. Chichester: Wiley. Edited book chapter Petrie, K. (1981). Life stress and illness: Formulation of the issue. In B. S. Dohrenwend & B. P. Dohrenwend (Eds.), Stressful life events and their context (Rev. ed., pp. 345-401). New York: Wiley. Reports Association of Chief Officers of Probation. (1997). Position statement on electronic monitoring. London: HMSO. Klaasen, C. (1996). Predicting aggression in psychiatric inpatients using ten historical risk factors: Validating the 'H' in the HCR-20. Burnaby, British Columbia, Canada: Simon Fraser University, Department of Psychology. Unpublished theses/dissertations Beck, G. (1992). Bullying amongst incarcerated young offenders. Unpublished master’s thesis, Birkbeck College, University of London. Conference papers Note that if proceedings are published regularly, treat them as a periodical reference. Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self. Integration in personality. In R. Dienstbier (Ed.). Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press. In press/unpublished/submitted Smith, A. B., & Clark, E. (in press). Unlimited thinking. Cognitive Psychology. Black. P. T. (1999). Educational level as a predictor of success. Unpublished manuscript. Black, P. T. (1999). Educational level as a predictor of success. Manuscript submitted for publication.

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Electronic sources In some cases you may need to use information you found on the internet. Generally, websites should only be used when they are from a reliable source (e.g., newspaper, government sites). In this case you would want the author surname(s), date of publication, title of piece (journal or book title if appropriate), date retrieved, and full URL. Department for Children, Schools, and Families. (n.d.). Don’t suffer in silence. Retrieved August 11, 2008 from http://www.education.gov.uk/ Other general points In some cases (for all references), and especially for electronic sources, you cannot find some of the required information. In these cases you can use the following abbreviations: Author not given, use “Anonymous” No date, use “n.d.” No place (sine loco), use “S.l.” No publisher (sine nomine), use “s.n.” Not known, use “n.k.”

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Appendix 4 – Coursework Deadlines 2014-15

Term 1, 2, and 3 online submission by 10am on Monday

Week Due date TERM 1 YEAR 1 YEAR 2 YEAR 3

1-4 Please note there are no department hand ins week 1-4.

5 27.10.14 PS1010 Critical thinking assignment PS2021 Cognitive Psychology 6 READING WEEK

7 10.11.14 PS1060 Biological Foundations

PS3110 Adult Psych Problems 8 17.11.14

PS2010 Lab Report 1 PS3061 Ageing Brain

9 24.11.14

PS3171 Human Performance 10 01.12.14 PS1030 Self and Society PS2080 Conceptual Issues PS3041 Adv Dev Psych 11 08.12.14 PS1010 Lab Report 1 PS3090 Adv & App Social Psych 15.12.14 PS3131 Human Neuropsychology (Please note this deadline is the week after term finishes)

Week Due date TERM 2 YEAR 1 YEAR 2 YEAR 3

1 12.01.15 PS1040 Lifespan Development PS2050 Personality & Individual Diff PS3141 Clin & Cog Neuro PS3151 Occup & Organ Psych

2 19.01.15

PS2010 Lab Report 2 3 26.01.15

4 02.02.15 5 09.02.15 PS1010 Lab Report 2 PS2061 Brain and Behaviour 6 READING WEEK

7 23.02.15 PS1021 Learning and Memory PS3060 Consciousness & Cog 8 02.03.15

PS2040 Developmental Psychology PS3121 Dev Disorders

9 09.03.15 PS1061 Sensation and Perception

PS3050 Health Psychology 10 16.03.15

PS2010 Lab Report 3 PS3022 Lang, Comm, & Thought

11 23.03.15 PS1010 Lab Report 3

PS3031 Methods Cog Neuro

30.03.15 PS1110 Abnormal Psychology (Please note this deadline is the week after term finishes)

PS2030 Social Psychology (Please note this deadline is the week after term finishes)

PS3200 Project (Please note this deadline is the week after term finishes)

Week Due date Term 3- Exam Term YEAR 1 YEAR 2 YEAR 3

1 27.04.15 PS3210 Dissertation

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Appendix 5 Map of the Egham campus

Note: Student parking is limited and a parking permit is required. This can be obtained via Security. You will need proof of insurance and ID before a permit will be issued.

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